DOCUMENT, RESUME

ED 114-46'3 CE 005 105,

'TITLE Master Planning for Postsecondary Education in Utah.Vocational-Technical Education TAsk Force Report andRecommendations.

INSTITUTION Utah State Board of Higher Education, Salt Lake City.PUB DATE Jun 75NOTE 57p.; Some chart material may not reproduce due to

smallness of type

EDRS PRICE MF-$0.76 HC-$3.32 Plus Postage -

DESCRIPTORS Charts; Curriculum; Educational Planning; Facilities;Faculty; Financial Support; Institutional Role;*Master Plans; *Post Secondary Education; *StatePrograms; Student Characteristics; *TechnicalEducation; *Vocational Education

IDENTIFIERS *Utah

ABSTRACT ,

R presenting the first Utah postsecondary vocationalmaster plan, the r port focuses on: (1) program flexibility, (2)

designing new deli ery systems, (3) provision of adequate facilities,and (4) securing financial support to meet changing student, State,and industrial needs. Following an introductory section, Section 2summarizes the status of Utah students in regardto abilities,student college choices, programing scope, State manpower needs, andpostsecondary enrollmeril patterns. Section 3 reviews the generalgovernance of vocational-technical education in regard to curriculum,programs, and role assignments throughout the State. Section 4further clarifies curriculum and roles as related to State manpowerdemands, program costs, program viability{ Office of Education codedesignations, and manpOwer findings. Section 5 is directed towardvocational-technical faculty in higher education and discussesinstitutional and faculty flexibility, upgrading of facultycompetencies, and articulation. The concluding section reviewsenrollment and financial trends, funding for new programs, skillscenters, new facilities planned, and energy and other resourcedevelopment. Recommendations are stated for each section 'with targetdates for the implementation of individual recommendations.Appendixes include lists of less than baccalaureate degreevocational-technical programs and program groupings according toOffice of Education code designations. (EA)

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IF

U S DEPARTMENT OF HEALTHEDUCATION 4. WELFARENA TICTNAL INSTITUTE Of

EDUCATION

TH'S 00t .VENT ...A BEEN RI DR.OUCEO ExAC Tk e AS ktf f,vEL) , X V,THE PERSON ,,,,R Ok,,AN /A Tori OR ti N

ATI-NG T PO ? of E,n, OR op,N,, ,STATED 00 NO NEY E >SARI V NE.PkiSENT Or[., AL NAT CNA NC' PI EtEf?,,,CATop,,, Pc's, T,ON rw p A . ,

Members, Utah State Board of Regents

Established 1969Terms Expire

George C. Hatch, Chairman, Salt Lake City 1977

Charles E. Peterson, Vice-chairman, Provo- 1979Peter W. Billings, Salt Lake City '1975

Warren H. Bulloch, Cedar City 1977D. Omer Buttars, Ogden 1979J. Lynn Dougan, Salt Lake City 1977Kendrick H. Harward, Richfield 1979

Donald B. Holbrook 1981

Ira A. Huggins, Ogden 1977Thomas S. Monson, Salt Lake City 1975

Mrs. Jean Overfelt, Salt Lake City 1979

Luke G. Pappas, Price 1975

Rex G. Plowman, Lewiston 1977Roy W. Simmons, Kaysville 19752'

H. Bruce-Stucki, St. George 1979

Membership augmented to receive Federal planning funds under Sec-tion 1203, 1972 Higher Education Amendments:Vaughn L. Hall, Associate Superintendent,of Public InstructionManford A. Shaw, President, Westminster-CollegeLyle W. Stoner, Chairman, State Manpower Planning Council

G. Homer DurhamCommissioner of Higher Education and Chief Executive Officer

MASTER PLANNING FOR POSTSECONDARYEDUCATION IN UTAH

VOCATIONAL-TECHNICAL EDUCATION TASK FORCEREPORT AND RECOMMENDATIONS

Leon R. McCarrey, ChairmanRichard S. Prows, Vice-Chairman

Adopted by the Utah State Board of RegentsAnd Approved for Publication

May 20, 1975

Utah State Board of RegentsOffice of the Commissioner of Higher Education

Salt Lake City, Utah

JUNE, 1975

4

FOREWORD

This report represents much effort, study, and deliberation by Regents, institu-tional officers, members of the Legislature, and Utah leaders in business, industry,labor, and education.

The report is essentially the work of the Vocational-Technical Education TaskForce, chaired by Dr. Leon R. McCarrey, Associate Commissioner of HigherEducation, and Director of Academic Affairs, in the Office of the Commissioner ofHigher Education. Mr. Richard S. Prows, Salt Lake City area builder and landdeveloper, served as Vice Chairman.

A draft of this document was presented for consideration and review by theBoard of Regents in March, 1975, followed by additional review at its April,1975,meeting. Subsequently, a statewide conference was convened on Friday, May 2,1975, in Salt Lake City, meeting at the Rodeway Inn. At this conference, membersof Institutional Councils, leading citizens from all parts of the State of Utah, studentrepresentatives, faculty, and educational leaders met to discuss the basic princi-ples and assumptions outlined in a conference brochure. Following affirmation ofthe general outline and principles, the Regents authorized printing of the docu-ment at their monthly meeting in Logan held May 20, 1975. I commend it to allcitizens interested in the future of vocational-technical education in Utah, a_ tpublic, private, and proprietary institutions.

a

G. Homer DurhamCommissioner of Higher Educationand Chief 'Executive OfficerState Board of Regents

5

TABLE OF CONTENTS

Section Page

1 Introduction 1

Need for the Study 1

Definitions of Vocational-Technical Education 1

Scope of this-Report 2

Trends, Goals, and Philosophy 3

2 Students 7

The Abilities of Utah Students 7

Factors Related to Student College Choices 9Student Ability Versus Scope of Programming 9

Utah Manpower Needs .10Enrollment Patterns 10Student Minorities and Disadvantaged Students 11

Recommendations 14.. .

3 Curriculum, Program, and Roles General Governance 19Introduction Definitions and Premises ... 19

Characteristics and History of Utah's Postsecondary School Institutions inVocational-Technical Education 20

Review of Existing Vocational-Technical Programs in Utah 20Review of Role Assignments in Vocational-Technical Education 21

Recommendations 22

4 Expansion in Scope and Breadth of New and Existing Postsecondary VocationalEnterprises 25

Curriculum & Roles Unique Aspects of Vocational-Techriical Education 25

State-Manpower Demands 25

Costs of Vocational-Technical Programs 25

Viability of Vocational-Technical Programs 27

Office of Education Code Designations 27

Award Designations for Vocational-Technical Education 30Summary of Manpower Findings 30Recommendations 31

5 Institution Faculty 35

Institutional and Faculty Flexibility 35Upgrading of Faculty Competencies 35Articulation Faculty, Institutional, and Board Responsibilities 36Recommendations 37

6 Finances Facilities 41Enrollment and Financial Trends of Vocational-Technical Education 41

Program Changes Funding for New,Programs 41

Skills Centers 43Facilities 43

New Facilities Planned 43Energy and Other Resource Development 43

Recommendations 45

Appendices 47-52

LIST OF TABLES & ILLUSTRATIONS

Table Page1 Summary of Educational Requirements for Utah Employment 102 Comparisons of FTE Enrollments with Appropriations to Postsecondary Institutions 423 Enrollments in Vocational Technical and Nonvocational-Technical Programs within

the Utah System of Higher Education 42

Figure

The Cone of Lifelong Learning 52 Percentages of Utah High School Juniors Capable of Completing Various Levels of

Postsecondary Training 83 Percentages of Enrollment and Selected Yearly Enrollments within the Utah System of

Higher Education by Type of Institution 124 Summaries of Autumn Undergraduate Students Headcount and FTE by Level and

Type of Student 135 Summary of Employment Opportunities Among_Vanous Occupational Areas

Requiring Vocational-Technical Education 266 Total Cost per Student Credit Hour 287 Average Enrollees 298 Flow Diagram for Postsecondary Vocational-Technical Program Initiation and

Articulation 389 Postsecondary Institutions, Vocational Centers, and Skills Centers 44

INTRODUCTION

NEED FOR THE STUDYSeven years have passed since the Coordinating Council published the 1968 Utah Master Plan

for Higher Education.' During the intervening years, vocational education in Utah has changedsignificantly. While the '68 Plan did address boned the more general issues in vocational education,it did not locus upon lung-range planning or on analysis ut problems and issues associated withvocational education. Thus, this report represents the first postsecondary vocational Master Plan Aconcern of the 1968 Plan was "limited vocational education," while the major problems of the futureappear to be. 1) program flexibility, 2) designing new systems of delivery, 3) provision of adequatefaciiitics, and 4) securing financial support to meet changing student, state, and industrial needs.

Among those who lend enthusiastic support to vocational-technical education are.

1) The Legislature-through legislation, including the 1969 Higher Education Act whichcreated the Utah SYstem of Higher Education;

2) the Governor;

3) The Utah Advisory Council for-Vocational-Technical Education;4) The Utah Manpower Planning Council; and

5) The State Board of Regents and the Utah State Board for Vocational Education.Many factors contributed to the rise of vocational-technical education. At a time when enroll-

ments in postsecondary institutions generally have leveled off and in some instances decreased,enrollments in vocational-technical programs have increased substantially. The majority of neweducational programs (60 percent), considered and approved by the Board of Regents during the pastthree years, have been in vocational-technical education fields. The three two-year colleges in thestate have evolved !rum "junior college" to community college status. The four-year institutions havedisplayed an increasing interest in areas of vocational-technical education.) Area vocational centershave further developed and expanded.' Both technical colleges have experienced great growth.

Clearly, master planning activities have occurred since 1968. The action taken monthly by boththe Utah State Board ut Regents and the Utah State Board for Vocational Education have impactedvocational education substantially. Change has also occurred through dynamic institutional leader-ship, increased legislative support, growing v isibihty of voct:tional-technical education, the approvalof vocational-technical programs in a planned fashion, and through the review of programs byRegent-appointed ad hoc, advisory study committees (business, teacher education, allied health, and-engineering). Nevertheless, a formal Master Plan is the necessary next phase in providing newdirection and focus.

DEFINITIONS !'C VOCATIONAL-TECHNICAL EDUCATIONDefinitions acational-technical education are difficult to formalize, and once stated, tend to

be controversial. For example:Utah s 1968 Master Plan for Higher Education defines these terms in the following fashion.

'Utah, Loordinating Council ut I ligher Education, irtah Master Plan to f fisher itlutation t Salt lake City Utah CoordinatingCouncil of Higher Education. 1968).

'Data on t le in the Unite ut the Cum in ISSIUTIVI, in the M nutes ui the Utah State Board ot Regents, and in the Annual Rcyorts of the

Utah State Board of Regmt. to the Governor and the legovlature 0969-70 through 1973-74)

'Utah, Code Annotated, Section 53-16-5i !Replacement Volume 58, 1973 Pocket Supplement).

-Paraprofessional-technical training should prepare a person to earn a living in an occupation inwhich his success is largely ciepenclent upon a knowledge of the laws ofscience and technology,asapplied to design, production, and service. Technical education should provide training for personsworking between the skilled workman and the professional-It a program that does not require abachelor's degree at the two-year colleges. However, several programs offer the bachelor's d2gree atthe four-year institutions (emphasis added.)

Vocational Education is planned to train individuals for employment as skilled or semi-skilledworkmen. Highly specialized, it features practical work and the early acquisition of a skill'

In contrast, the federal government restricts definitions of vocational-technical education toless-than-baccalaureate_degre programs for funding purposes. Federal regulations state.

The term 'vocationa I education' means vocational or technical training or retraining2 # which is given in schoc> Is or classes (including field or laboratory work and remedial or

related academic techn ical instruction incident thereto) under public supervision andcornrol or under contrac -1 with a state board or local educational agency and is conductedas part of a program designed to prepare individuals for gainful employment as semi-skilledor skilled workers or tech nicians or subprofessionals in recognized occupations and in newand emerging occupations or to prepare individuals for enrollment in advanced technicaleducation programs, but- excluding any program to prepare individuals for employment inoccupations which the Commissioner determines and specifies -by regulation, to begenerally considered prcafessional or which requires a baccalaureate or higher degree(emphases added) ....5

The principal distinction between the two definitions of vocational-technical education is that theone utilized in Utah's .blaster Plan for Higher Education includes some four-year programsprincipally at the paraprofessional technical level, while the federal definition does not. As in the1968 Master Plan, it is assumed in this report ''vocational-technical" refers to some four-yearbaccalaureate programs' When specific reference is made to vocational-technical programs of lessthan four years, the programs will be referred to as "entry-level."

It is emphasized that such definitions are incomplete and controversial. The stipulative clause ofthe federa: definition, in which the U.S. Commissioner of Education "defines" what prograins are (orare not) vocational-technical education, eliminates the unresolved "gray" areas by fiat. Furtherrefinement, of these definitions by the Task Force appeared to be fruitless. Problems such as thequestion of whether lower di vision accounting courses are vocational-technical or academicwould appear to be handled better by functional, stipulative definitions agreed upon by the variousinstitutions and articulated by the Utah State Board of Regents.

SCOPE OF THIS REPORT

The additional definition of postsecondary occupational education is relevant in attempting todelimit the ,cupe of this report. In ,iccurd with the Higher Education Amendments of 1972 (underwhich this "planning grant" study was authorized, this study focuses upon:

...education, training, or retraining land including guidance, counseling, and placementservices) for persons sixteen years of age or older who have graduated from or leftelementary or secondary ,churl, conductml by an institution legally authorized to providepostsecondary eclucatior isitlun a state, which IS designed to prepare individuals forgainful employment as se-ini 3/oiled or skilled workers or technicians or hub-professionalsin recognized occupatiorb uncluchng hely and emerging occupations), or to prepareindividuals for enrollment in ady anted technical education programs, but excluchng anyprogram to prepare indiv iduals fur employment in occupations which the Commissionerdetermines, and specifies by regulation, to be generally considered professional (emphasesadded)

'Utah, Coordinating Council of Higher Education. op. cit., pp. 78.79.

Coogress,Ainendrueob to the voutionJlEduuttonALtot 1963, Public Law 90.576 Mashington, October 16,1968, pp. 6.7.

'U.S., Congress, The Higher Education Amendments of 1972, op. cit. Section 1060, p. 87.

The above definition ot jx)stsecontlary occupational education" is merely a refinement of thefederally defined term vocational education" restricting the educational programs to personssixteen years of age or older, conducted by institutions legally authorized to provide postsecondaryeducation.' In view of the traditional use of the term 'vocational-technical education" in Utah, thisterm will be utilized throughout this report.

TRENDS, GOALS AND PHILOSOPHYTraditionally, postsecondary education has been expected to perform at least two roles. (1) to

produce a broadly educated person who understands the world and one's relationship to that world,and i2) to prepare a person for Rte's work by providing a marketable skill. The former seeks to increasethe quality of a person's intellectual, social, and emotional life, while the latter attempts to prepare anindividual for a specific role in the economy. It is recognized that both roles have important andworthy objectives. Over the years a schism has developed as to the importance of these roles. Thishas created considerable controversy' between opposing stoups with differing philosophies.

At the national level, educational leaders have recently expressed differing viewpoints concern-ing the proper role of postsecondary education. 7.11. Bell, U.S. Commissioner of Education, stated inJanuary, 1975, that colleges and universities today must concentrate on offering students "salableskills. He stated, 'the college that devotes itself totally and unequivocally to the liberal arts today isjust kidding itself- and to send young men and women into today's world armed only with Aristotle,Freud, and liemingway is like sending a lamb into the hon's den. It is to delude them as well asourselves."'

Conversely, Robert Col& in, President Gerald Ford's White House liaison with the-academiccommunity, takes issue with Commissioner Bell. He stated:

What skills are salable? Right now, skills for making automobiles are,not highly salable,but they have been for decades and might be again soon. Skills in teaching are not now assalable as they were for the past 20 years, and the population charts indicate they may notbe soon again. Home construction skills are another example of varying salability, as thejob market fluctuates.

The first difficulty, then, is that if you want to build a curriculum exclusively on what issalable, you will have to make the courses very short and change them very often in anattempt to keep up with the rapid changes in the job market ...In very few things can we besure of future salability and in a society where people are free to study what they want, and-work where they w ant, and invest as they w ant, there is no way to keepsupply and demandin labor in perfect accord."This controversy is nut new. It surfaces and resurfaces both in national and local educational

policy decisions, and in institutional philosophy and planning activities. Some institutions, particularly community colleges,have attempted to become comprehensive in philosophy and offerings,providing both college-parallel transfer programs oche academic rule) and immediate job entryprograms oche vocational-technical ruler. But the comprehensive college, whether four-year ortwo-year, is nut without controversy. Faculty and disciplines of both camps are all too oftensuspicious of each other's motives.

The above viewpoints are highlighted in this report not to support one position or the other, but torecognize that differing philosophies exist, The Task Force recognizes and supports the position thatone of the primary roles of education at any level should be the preparation of graduates foremployment opportunities. It also recognizes the importance of other educational rules, such as thepreparation ot graduates to relate to the world and their jiusitiun and function in it. The Task Forcegenerally concurs with the following comment by Commissioner Bell:

Education is preparation fur life, and Iry ing w ithout meaningful work is just not living lifeto its lull meaning and purpose. Certainly education for employment does not represent atotal educational policy. The liberal arts will always have the place as the heart of the

'U.S.. Congress. Amendments to the Vocabbnal Education Act of 1963, loc. cot.

Should Colleges Teach-Salable Allis( The chn,n,cleos t hghet Education, plume X, Number : oNprol 7. 19:5LP- 32-'lbod,

curriculum. But we need to liberalize vocational education and vocationalize liberaleducation. In the process, we will attain the full purpose of education."

The Task Force believes there should be diversity among Utah institutions offer, ng i)ostsecondaryeducation. Flexibility should be fostered so that institutions and agencies can respond promptly tochanges in society, the economy, industry and technology, manpower demands, and studentinterests. The Task Force stresses the importance of vocational echnical training programs requiringless than the baccalaureate degree, since many employment openings do not require four-yeardegrees.

Not all students have the same interests, aspirations, ancl,Cir abilities. However, the Task Force iskeenly aware that education is a lifelong process, that a person's interests, goals, and needs vary withGame, and that today, and in the future, a person may be required to choose to change careers several

4 times during a lifetime. Because the notion that education can be "completed" during some earlyphase of life has been refuted, the Task Force is opposed to arbitrary barriers, especially byeducational-agencies, which may retard the educational aspirations of people.

The Cone of Lifelong Learning, Figure 1, graphically describes d philosophy for planning anddeveloping programs and delivery systems. As can be seen on the right-hand side of the cone, careerawareness, exploration, and development are lifelong processes believed essential to man's purposeand fulfillment, rust as are avocational and 'whole-man" (general education and "skills for living")pursuits. Since mid-career retraining programs may be-needed throughout the working years, andbecause personal enrichment, hobbies, and other educational interest become important aftereconomic security is attained, the Task Force believes Utah postsecondary educational institutionsshould facilitate easy entrance and exit into and out of educational programs. As recommended bythe Carnegie Commission on / higher Education, such programming would encourage students toleave the educational system at convenient exit-levels- knowing that future reentry would bepossible, if desired or required!'

'The Carnegie Commiwon un Higher [outman. Lt Time, More Options - 4clountun &Tont' the High School(I ighbrown, NJ,. McGraw-11111Book Compa n y, January, 1971), pp. 1-2, 13-32,

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STUDENTS

THE ABILITIES OF UTAH STUDENTSUtah students compare favorably with their cohorts in other states according to a recent

publication by the Utah State Boe'd of Education, Utah Educational Quality Indicators, How Good rAre Utah Public Schools?" Data from this report have been incorporated in this section as indicatorsof student abilities upon entrance into postsecondary institutions.

ACT INFORMATIONThe American College Testing (ACT) Program has been routinely used as a testing and admissions

program for Utah students entering college.

When the ACT standard scores for all Utah high school students completing tne exams 1967through 1974 are compared with the mean ACT standard scores for college-bound high schoolstudents nationally, Utah students compare very favorably, having exceeded the National mean:seven out of eight years in English, six out of eight years in mathematics and social studies, eight outOf

eight years in natural sciences, and seven out of eight years when comparing composite scores."

Approximately 60 percent of the graduating high school students in Utah complete the ACTexamination. This represents a much higher percentage than in other states where generally only thecollege-bound students complete the examination. The report states: " ...comparisons place Utah ata slight disadvantage since a higher percentage of Utah students, as compared to the .nationalpercentage, take the ACT and some fraction of the Utah group, who may be assumed to have lowerACT scores, do not go on to col lege."'s

GATB RESULTS

The General Aptitude Test Battery (GATB) was developed by the United States EmploymentService, and has been used widely by state employment offices since 1947.1t has been used both as a_testing instrument for use in vocational guidance, and in predicting an individual's potential forsuccess in training, job performance, etc. Data collected in 1961, 1973, and 1974 by the UtahEmployment Security Office indicate that approximately 80 percent of Utah high school juniorswould be qualified for some form of postsecondary training. Figure 2 provides an estimate of thepercentages of students capable of completing various levels of education according to achievedGATB test scores. The following definitions of training levels were used: '7

(1) Junior college those colleges in which a certificate or degree is granted after two years of

study;

(2) Four-year college those colleges offering courses which usually lead to a bachelor'sdegree after four years of study; and

(3) Professional training colleges offering highly specialized professional courses such asmedicine, dentistry, architecture, and engineering.

"Utah, Office of the State Superintendent of Public Instruction, Utah Educational Quality Indicators-How Good Are UtahPublic Schools? (Salt lake City: Utah State Board of Education, December, 1974).

"ibid., pp. 13-39.',Ibid., pp. 15.16.

"Ibid.'Utah, Department of Employment Security, Potential of Utah High School Students for Post-high School Training (Saltlake City; Utah Department of Employment Security, April, 1962), pp 5.6.

1.3

FIGURE 2

100%

90%

80%

70%

60%

50%

40%:

30%

20%

10%

0%

Sotne form ofPostsecondary

Education

1961Data

"JuniorCollege" Education

1961Data

1973-1974Data

"Four-yearCollege"

Education

1961Data

19731974Data

"Professional-level" Education

1961Data

1973-1974Data

PERCENTAGES OF UTAH HIGH SCHOOL JUN ORS CAPABLE OF COMPLETING VARIOUS LEVELSOF POSTSECONDARY TRAINING. DATA FROM 1961 AND 1973, 1974 Combined)

Qualifying scores are based on the following general aptitudz; levels. Some form of PostsecondaryEducation 90 and above, Junior College 100 and above. Four-Year College 100 And above, and"Professional Training-120 and above,

Source, Utah, Office of the State Superintendent of Public Instruction. Utah Educational Quality IndicatorsHow Good are Utah Public Schools? (Salt Lake City. Utah State Board of Education. December,1974) p. 58.

1,44.

Asshown in Figure 2, there appears to be an increase (1961 data compared to 1973, 1974) in the

number of students who have the potential for success in pursuing postsecondary training"

FACTORS RELATED TO STUDENT COLLEGE CHOICESIn a 1966 survey, Utah college freshmen gave high priority to the following considerations when

selecting an institution to attend. (1) lower costs,(2) scholarship or financial aid, and (3) institution

close to home 19More recent data tend to validate the '66 study concerning costs since the majority of students at

several institutions are from the county in which the selected institution is located. For example Utah

Technical College/Salt Lake (Salt Lake County) 85.1%; Utah Technical College/Provo (UtahCounty) 81.8%; University of Utah (Salt Lake County) 77.0%; College of Eastern Utah (Carbon

County) 74.3%; and Weber State College (Weber County) 62.8%2° Other factors whichinfluence enrollment are institutional reputation, size and character of the studentbody, educational

choices of peers, and the desire for education away from home.It should be emphasized-that there are little data _which indicate that students select an under-

graduate institution-on the basis of a particular program. contrast, it appears that students first select

an institution on the basis of other considerations, and then select a training program from theofferings already available at that institution.-In instances 61 strong program preference, students

appear to select a particular institution for a particular program. This is especially true for graduatestudies. Thus, the Regents' policy of developing institutional specializations in line with localgeographical-needs-is consistela_with student selection patterns and does not seemingly violate

student prerogatives.

STUDENT ABILITY VERSUS SCOPE OF PROGRAMMINGAccording to data from the State Board of Education, there were (1971-1972) 44,750high school

juniors. Analysis of the postsecondary enrollments at the freshman and sophomore college levels in

Fall, 1973, showed that there were 31,193 Utah resident students in attendance.Thus, assuming that

the number of high school graduates in 1972 and 1973 who elected not to continue postsecondaryeducation at that time equaled the number of high school graduates from previous years whoreturned to pursue college tat n ng, approximately 70 percent of all high schooljuniors in Utah will

pursue some type of postsecondary education (31,193144, 750 x 100`1/0 = 70%). Data from the State

Board of Education indicate that fewer than 60 percent of Utah's ninth graders eventually pursue

some postsecondary education.21 Since, as indicated previously, roughly 80 percent of the highschool Juniors have the ability to complete some type of postsecondarytraining, it is clear that there

still is a pbtential studentbody which is not being reached.The distribution of students within postsecondary programs further indicates that there is little

correlation between student choices of institutions, the programS available, and student abilities At

the baccalaureate level and beyond, about 33 percent of the students have the ability to complete

programs being pursued, but 56 percent are enrolled in such programming. These analyses indicatethat the population which is being missed by postsecondary programs is the group for which"entry-level" programs at the one and two-year levels could be most beneficia1.22-" The following

"Utah, Utah Educational Quality indicators, op. cit.

"Utah, Coordinating Council of Higher Education, op. cit., pp. 42.45.

"Utah, Offkeof the Commissioner of Higher Education, Fifth Annual Report to the Governorand the Legislature, Utah State Board

of Regents, 1973.74 (Salt Lake City: Utah State Board of Regents, December, 1374), p. 121

"Utah, State Board of Education, "Total Enrollment-Withdrawals, Transfers, Retentions, Promotions, and Deaths" (Salt Lake City

Office of the Superintendent for Public Instruction).

"Office of the Commissioner, fifth Annual Report, op. cit., p. 117:

"Utah, State Advisory Council for VocationalTechnical Education, op. cit., p. 16.

"Utah, Department of Employment Security, loc. cit."According to an analysis of Fall, 1974, enrollment data (see Figure 2), about 80% ofpostsecondary students are enrolled in

four-year (or above) programs. Only 207. are enrol led in two-year (or less) programs. Since only 707. ofhigh school juniors enroll

in postsecondary programs, about 70%x 80%, Of 56% of highschco/juntors enroll in four-year programs. About 70%x 20%, or

14% of high school juniors enroll in two-year programs, and about 30% do not enroll in any type of postsecondary training

Programs-

5

conclusion from the 1968 Master Plan still seems valid:

Enrollment in four-% eat colleges and unnersities is near the ma tiMUM (student) <11)1114let ell % bile one and 4% ear enrollment is tar below the ability foe!, and failure to enrollat all includes many who could benefit trom further training (parentheses addede

UTAH MANPOWER NEEDS

An analysis of manpower training requ 'ref iefllS to meet Utah needs, prepared by the Departmentof Employment Security, indicates that 2ucatiunal-technical education should continue to beemphasized (see Table 1).

TABLE I10 SUMMARY OF EDUCATIONAL REQUIREMENTS FOR UTAH EMPLOYMENT

AverageAnnual

Employment1972 Percent

ProjectedAverage Annual

Groysth andReplacement

Opening,1972.80 Percent

Related to Vocational-Technical Education a(Ace of Education Inctnn tonal Program,

Agriculture 14,130 3% 120 15Distributive Education 637:330 14 3.780 14Health Occupations, Education 11,050 2 1.280 5I tome Economics 5,77(1 I 420 2Office Occupations 72.010 16 5,680 22Technical inuc ation 3.740 1 260 1

Trade and Industrial (kcupations 92,810 21 6,650 25._

Total 262,840 59% 18,190 70%Not Related to Vocational-Technical Education Curricula

Level of Formal Eaucatron-Required for lob EntryFour years of college and beyond 48,400 11%Post-high school 21,830 5High school 30,210 7Less than high sclxx31 21,320 18

Total 181,96() 41% 8,410 30%Grand Total 444,800 1(X)% 26,60(1 11)0%

3 rartuesoctUrrationailoeki, nfenteng I In Oat I , (PK.. ol (4 JIMA t .10 RI pl on og ,(xatngultectmn,v4xx Aground (htneoi (On Alionomonx Donalpropiarrn are 4A1(11 In (41410, .oll Wilondm .. )root, tknmin, lc( #1191 Ji .17111 ir,Hie ,(11001, 1114144), tOlkla JIM COlk}

Source Oak Department a bnphn Int/It ,4,1nrIt , 1 in 4* tipatoo 0 RtAortot fil, 01 (Ix tvorka itlo, won i'ontlt OW ( in (,1 Ihrarlinent 01Ernpknolvnt ',etufin Nov 19711 p 4

According to these data, apkoximately 59 percent of the current job openings in Utah requiresome training related to vocational-technical education. In contrast, 16 percent of the existing andprojected job openings will require training obtained from postsecondary programs not related tovocational- technical education, while 25 percent %2, ill require secundar) level training not related towcatiunattechnical education. New opportunities fur employment in the next decade appear toplace greater emphasis upon vocational- technical training, primarily at the expense of job openingswhich require little or no training.27

.STUDENT ENROLLMENT PATTERNS

In seeming contrast to the increasing occupational demands fur vocational-technical or otherpostsecondary training, the rxrst-high school education intentions tat Utah high school graduatesappear to be on the decline. The percentage of students contemplating postsecondary, education hasdecreased from 84 percent in 1969 to 65 jx!rcent in 1974. Unless students receive the necessarytraining in high school, or intend to reenter the educational system at a later date, many high schoolgraduates will be ill-prepared for future "employment" and "lite-tulfilling" opportunities.'"

"Utah, Coordinating Council of Higher. Education, op. cit., pp. 45-46

"Utoh, Department of Employment Sctuirty, L'tah thA.upatiorial Require/7:mb for 3(x.atiunal f(lutation iSalt Lake city. UtahDepartment of Employment Security, June, 1973), p. 5.

"Utah. Office of the Commissioner of Higher Education, fifth Annual Report, op. Lit-, pp. 105-113, 127-128-

C't17 1-*1.0 -

Due to the shrinking percentage ot high school graduates intending to pursue postsecondary

training, and due to a more static birth- rate following the postw ar 'baby boom," postsecondaryenrollments have not increased at the rates projected in the 1968 Master Plan -Enrollments within the

Utah System-of Higher Education were projected to increase to 60,000 students by 19'7-78Enrollments for Fall quarter, 1974, were 52,012. Projections for Fall quarter, 1977, have beenreviseddownward to 54,000.- Since current data include evtended day enrollments while the 1968

projections did not, the departure from the 19(03 Master Plan figures is even more dramaticHowever, it is quite likely that energy and resource development in the state is ill increase postsecon-

dary enrollments. Goy ernor Rampton has stated that the population in Utah could increase more

than 30 percent by 1985,The 1968 Master Plan unclerprojected enrollments at the technical colleges Figure 3 contains

comparisons of percentages of students enrolled in the t anous types of institutions in 1967-68 11

master Plan projections for 1977-78, and the actual percentages of enrollees in 1973-74 As can be

seen nom this data, no postsecondary institution has increased in enrollment as rapidly as have the

two technical colleges. Total enrollments in the unner.iIi t. s has e rncieasecJby about 25 percent over

this period, enrollments in the tour-year colleges base increased by 25 percent, enrollments in the

two-year colleges have increased by 6 percent, it hale enrollments in the technical colleges have

increased by over 260 percent.'''."Data in figure 4 demonstrate the current distribution of undergraduate students enrolled in the

Utah System ot Higher Education in vocational and nonvocational programs Depending uponwhether headcount or FTE figures are used, between 18.9 percent and 22.7 percent of all under-

graduate students are enrolled in vocational-technical program areas There are approximatelyone-halt as many nonvocational-technical students at the upper division level as at the lower division

level. This suggests that alxrut one-half of the students enrolled in nonvocational-technical discip-

lines terminate formal education after a one- or two-year period. These students would then, it is

assumed, be competing with vocational-technical students for "lob-entry" positions.

MINORITIES AND DISADVANTAGED STUDENTSConsiderable effort has been made by the Regents and System institutions to provide equal

educationat opportunities to alt students in the State of_Utah. The Task Force report has attempted to

reinforce these efforts.For example, recommendations made in the Master Plan advocate "open-entrance, open-exit,

individualized, self-paced instruction. As these definitions demonstrate (see pages 15-18), delivery

systems should be developed which stress the importanceof meeting the needs of the individual

student. Thus, the unique characteristics of minority and disadvantaged students should be encom-

passed by such an approach.

SUMMARVOF STUDENT FINDINGSAn update of findings in the 1968 Master Plan regarding "Utah students" suggests that;

The abilities of Utah students are on a par with students in other states as measured by

national standardized criteria."'zUtah students ;Neter to attend college in their local community. "" Most undergraduate

students, however, select an institution prior to selecting a training program Programs areselected from offerings available at a chosen institution."Student choices for training show a low correlation with flieir'abilities.""

The choice ot training has a low correlation with employment opportunity in the state "'s

"Enrollment Projection., Office of the Commissioner, Aped. 1975.

"Utah. Coordinating Councr/ oft 1,03er Education, op tit., p

"Utah, Office of the Commissioner. fifth Annual Reim, op. cit , pp 105-113, 127-128

"Utah. Coordinating Council of f ligher Education, loc. cit.

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Student-enrollment in jx,stsvcondaty programs has not kept pace with projections in-cluded in the 1968 Master Plan, El irullmenLs fur the remainder of this decade are expectedto either increase slowly ur remain static. It enrulinieillS are to increass' drarnaticall!,, newclientele must be tapped.Enrollments at the technical colleges hate increased more rapidly than enrollments inother-postsecondary institutions during the past decade.

Projections tram the Utah Department ut Employment Security predict that the need foruntrained manpower will decrease in the remainder of this decade entry-1(nel trainingwill be required for future employment.

Existing data clearly indicate that not all Utah students who hate the potential and ability are

14pursuing postsecumhiry training in spite ut the tact thatan increasing number of occupations in thefuture will demand such training. As societal prublenty.untintie to increase in co' pleA, educa-tional institutions must expand in their capacity to imprche all facets of human life. Policies shouldbe further deseluped w Inch will pros ide flexibility and assist students in entering and exitingpostsecondary soccitiunal-techmi al programs without loss of time, money, and credit.

RECOMMENDATIONSRecui nmendatiuns contained within this section are based primarily upon the preceding findings,

but have a general relationship with findings and recommendations contained throughout thisreport.

Following each recommendation, ACTION items are included. This listing establishes a targetdate for the implementation ut the recommendation. Prior tu Iti4 1 of the year listed, a report fromeach institution tor agency) should tx turwarded to the Office of the Commissioner cosering allrecommendations scheduled for implementation.during that year.

LEGEND

A Technical Colleges G State Board for Vocational EducationB Community Colleges H Private and Proprietary InstitutionsC Four-Year State Colleges I Area Vocational CentersD Utah State University 1 Others, including local schoolE University of Utah districts, business and industryF State Board of Regents representatives, unions, Legislative leaders

Where agencies are listed, it is assumed that interagency cooperation will be achieved inimplementing the desired recommendations.

Student Program flexibilityIt is recommended that:

institutions do clop toe allow' program policies consistent with open-entrance, open-exit,man idualized self-paced instruction. The Board of Regents should continue to take theinitiate e in encouraging the community and technical colleges, public and pm ate col-leges and tumersities, and others inn ()hed w id) the education and (glare of the commun-ity to assist all indn 'duals who hate the desire to further develop ocational-technical

ACTION: Final report of recommendation #1, 1980 A,B,C,D,E.To assist in more tul4 implementing open-entrance, open -exit, ind auk tdualized self paced

instruction, it is further recommended that institutions work to develop.

tan coordinated admissions policies which permit entrance into %ocational-technical prog-rams tur all adults (persons sixteen years of age ur older w ho base graduated from or leftelementary or secondary school, or who Base received permission from secondaryadministrators to take such courses);

ACTION: Progress report, 1976: A,B,C,D.bi more flexible credit systems which permit students to obtain credit for rele%ant "on-the-

job" experience;

. .4CW

rcu ladder- concept programming which permits a student to exit from an educationalprogram at a particular level, work tor a period ut time, and reenter at a later date withproper recognition both for previous educational attainment and appropriate work experi-ence;

ACTION: Progress report (items b-c), 1976: A,B,C,D,E.

di a more demi) le scheduling system whit. h i, less dependent upon traditional quarters orsemesters,

per a inure able credit system ut awarding credit which is less dependent upon traditionaltime measurements and is more closely related to competency measurements,

(f) more flexible class schedules which permit mdi !duals to work thereby gainingpractical and experiential learning while pursuing formal education,

ACTION: Progress report (items d-1) 1977: A,B,C,D. andkg) better articulation between and among postsecondary andsecundary at iona I-1 et. hn Ica I

programs.

ACTION: Progress report, 1977: A,B,C,D,E.

Student Cooperative Education

2. To implement cooperative-type training in the Utah System of Higher Education, it is recom-mended that:pal adv isory committees for occupational areas be established to assist in the coordination of

programs;

ibi students sign training agreements yv alLempluyers which specify conditions of training,schedules, and pay rates;

iu credit or cooperative training be an optional choice for the student, to be determined byeach institution;

tilt school coordinators visit employers prior to student interviews and placements, and

(e) follow-up activities be conducted after placement with an employer.

ACTION: Progress report (items ae), 1976: A;B,C,D.

Student Counseling

3. the Utah State (11 Regents has tancl should continue twadopted pollues, inhere practical,which ditierentiate among institutional rules and scope. These pro%, ale students with meaning-

ful alternatives Iron] which to choose specialized instructional programs. Because all studentsdu not has e the same aptitudes, abilities, ur interests, nor do they necessarily has e the same orsimilar educational goals, it is imperatis e that each student be directed to that institution and to

that program which best fits his purposes. It is therefore recommended that.

(a) a statewide coordinated admissions policy be adopted;

(b) institutions allow greater flexibility in transfer procedures;

ACTION: Progress report (items ab) 1976: A,B,C,D,E.iii teacher preparation programs in Utah Colleges and Schools of Education further prepare

counselors and teachers capable of advising students in vocational as well as academicfields;

ACTION: Progress report -1 97"7. C,D,E,H.

id) a strong, well-mturnied, coordinated counseling and placement buy ice be maintained onthe campus of every-postsecondary educational institution. This service should evaluatethe student: and direct him to that program or institution winch best fits his purposes,aptitudes, abilities, and interests, consistent wdh present and prospective Job markets andemployment opportunities;

ACTION: Progress report 1977: A,B,C,D,E,H.

01:21

15

ref la.ancial assistance prowled students tt here eclucational needs are not being met intheir immediate geographical area; and

(I) the state pros ale financial assistance for minorities, culturally ditterent, and disadtantagedstudents.

ACTION: Progress report (items e-6 1977: A,B,C,D,E

Student Employment OpportunitiesVocationa/-techincai educational programs should be let eloped around job -entry skills

which match. II) students' interests and abilities and (2) manpower needs.It is observed that some students terminate t treat/owl-technical programs prior to completing an

outlined course of study due to employment opportunities. It a therefore recommended that.

16 4. faculty ads ours and counselors apprise students ut reduced training for employment and notifystudents when the} hate attained that competency let el. Records should be kept of courseenrollment, competencies achiet ed, ur program let els completed, suitable related occupationsobtained; and follow-up employment data.

Student Program Scope & Breadth1 employer entrt let el requirements be ret iewed to ensure that programs are not ut ertraming or

untlertradang job entrants. Vocational programs should be shortened ur lengthened approp-riately to match employer needs.

ACTION: Progress report, 1976: A,B,C,D

Student Transfer

Despite primarA.emphasb un job -entry tocational-technical programs should be de-sigirato +eri c those students tt ho elect to pursue baccalaureate-let c1 programs immediately uponCompletion of a less-than-baccalaureate program or sonic. time in the future. It a therefore recoil).filmier/ that:6. tom tear technology or paraprotessional programs in industrial technology, engineering tech-

nolugt, and inechcallt related programs should be constructed to accommodate uuhtaluals%%hi) elect to transfer or reenter the educational system. They should not be penalized byduplicating pretious efforts. Net ertheless, the primary purpose of less-than-baccalaureateocatamal-technical programs should continue to be the training of students for 'lob entry."

ACTION: Progress report 1976: A,B,C,D,E.

Under-utilized FacilitiesSecondary StudentsSonic high schools mat not hate adequate tacilities for tocational-tet hnical programs. Sewn-

dart students these area 111,11 topursueprogianiming at nearby postseconchrrt institutions asspace and programs are at Maine. It is therefore recommended that.

tt here underutilized pustsecca aka% tor:atm:ad-technical facilities and programs are atailablett .thin a spec an_ geographical aica. secondary students be pernatted to participate. Institutionalpolies in this,uae shut hl bedetelopxd bettteen postsecondary and secondary administrations,with postsecondart institutions pros :ding the leadership role.

CI1ON: Progress report 1976:

Outstanding sts. ondai saidt r c (dd 01 /Were IlimpaAtunthir .11mnd-technical prograillswhile still in high school. Hence, it is recommended that.

8. articulation agreements boss local postsecondart and high school administrators be de-s eloped to wind the wilt el al ice tad% Juiced place, ienti outstanding high school studentsinto sucatiunal technical crick atam programs at the postsecondary let el. Stateyt ale policyshould be agreed upon lit die .Stale Board of Regents and the State Board fur VocationalEducation.

ACTION: Progress report 1976: A,B.C.D.F.G,11

Student Apprenticeship ArticulationMany vocational-technical programs are in stable( t areas %tInch also have apprenticeship.tvpe

training. To lac:Nate cooperation between these two enterprises, it is recommended that-

% existing apprenticeship programs, in %%11(.11 postsecondary institutions proside related training,

be continued and expanded. Practicing mime! nen should be carefully considered as instruc-

tors or advisors for this training.ACTION: Progress report, 1976: A,B,C,D,J.

10. Potential avenues for granting appropriate credit and awards for students who have received

technical training in postsecondary and apprenticeship-type programs (on-the-job training)

should be carefully examined. Additional opportunities shodld bedeveloped whereby applic-

ants for licensing may quality through post-secondary training to practice a trade after successful 17

completion of a state e>,.anu_iation. The State Board of Regents should pursue possible legislation

in Ibis area in tandem with postsecondary institutions, the State Board for Vocational Education,

unions, business, industry, and the Legislature so that legislation can be prepared and action

taken during the 1977 regular legislative session.ACTION: Progress report 1977'. Legislation to be prepared for 197'7' session, A,B,C,D,F,G,I,

CURRICULUM, PROGRAM, AND ROLES-GENERAL GOVERNANCE

INTRODUCTION DEFINITIONS AND PREMISES

In this report, 'curriculum is defined to mean specific individual courses designed (or apamcular.program. Program refers to a group, discipline, or area in which the student is beingtrained, of the course _which constitute the institutional requirements for a major degree,diploma, or certificate. The term -role' describes the character or nature of a postsecondaryinstitution as assigned by the State Board of Regents. Role therefore refers to the functions which areperformed by the institution through its administration, faculty, staff, or other employees for thepublic that it serves. Roles also indicate the institution's mission, specifying the instructionalprograms,. public services, degrees, research, continuing education programs, student services, andso'torth, which will be offered. A role can be assigned to cover a single prografivor it can be adesignation to include several programs. The totality of offerings constitutes the institution's roles.

In preparing this report, the Task Force has adopted the philosophy espoused in the 1968 MasterPlan Study Committee "L" report,,Roles and Curriculum, namely:

While the designated central state coordinating agency (State Board of Regents) shouldfinally be responsible for the coordination of programs, this in no way should relieve theinstitution from responsible participation in curriculum and program development. It isacknowledged that the academic departments possess the competence to decide the

-proArstructure and c.o. dent of a program or curriculum,_governing boards and adnlinistra-tiVre'officers-can best tieucle how a proposed program relates to the institution's role It

remains for the central state coordinating agency (State Board of Regents) to apply itsjudgment as to how a proposed program relates to the programs of other institutions in thestate. In addition, it must asses., the prospects of growth, the impactof the change on otherprograms in the system, the effectiveness of the same or similar programs being offered

elsewhere, and the alternative means to meet the needs established by the proposal(parentheses, added)."'

Additional premises upon which the Task Force based its recommendations follow:The ham goal of higher education in Utah should Ix to provide quality educationalopportunities for all pust-high school students who can profit from additional training."This has special application in making one- and two-year entry-level programs available to a

growing audience.Coordinated development . .1J necessary if Utah is to assure the availability of educationalopportunities for all qualitie(l students, w about unnecessary duplicationand a consequent

waste of the state's resources"Coordination was mandated in 1969 under conditions which then reflected an expansionistview

in higher education. Present conditions reflect a slowdown in traditional student enrollments anduncertain budgets. This will require even greater coordination if new and existing programs are to

"meet the demands of a rapidly changing society.

"Utah, Coordinating Council of Higher Education, Rules and Curriculum, Loter Plan Study Committee L Report to the

Utah Coordinating Council or higher Education iSalt Like City. L.R. AlcCarrey, Utah CoordinatingCouncil of HigherEducation, November, 1968), p. 77.

p. 5.

24

19

Experience under the State Board ul Regents has demonstrated that the coordinated developmentof postsecondary programs has not violated Utah's educational traditions nor intruded on theinitiative or creativity of its institutions. Democratic traditions In education have not required that allstudents attend the same or similar Institutions, ur enroll in similar programs. Lo ordination allowsincliv idualized-and specialized rules, permitting an appropriate division of labor among the institu-tions. Net ertheless, the ibsignment of rule, and programs n rep ()cable. Alterations in the conditionstxhich prompted the original assignment naffs pros ide bases for a nes% assignment of roles andlor theexchange or elimination of others Consequent/1, the lask force strongly las ors periodic revies% ofprograms and roles by both the institutions and the State Board of Regents.'"

CHARACTERISTICS AND HISTORY OF UTAH'S POST-HIGH SCHOOL INSTITUTIONS INVOCATIONAL-TECHNICAL EDUCATION°

20 The Utah Legislature has established postsecondary institutions at almost every center of popula-tion capable of justifying programs. This action has been based upon the assumption that educationshould beequally accessible to all who desire it or who can protit from it, Prior to the establishment ofthe State Board of Regents in 1969, institutions were free vvithin the general roles specified bylegislative action to determine their own special character and range of individualized programs,based upon the interests of faculties, idministrations, governing lxjards, and budget realities-

Vocational-technical education has become an important part of the Utah System of HigherEducation. For example:

Utah State 011% ersity has been expliutic involved in the development of the land-grantconcept particularly the agricultural and engineering disciplines. Over the years, theUniversity of Utah has been involved, on a limited basis, in paraprofessional training.

Both of Utah's public four-year colleges evolved from two-year institutions, having his-tories of vocational-technical education. Weber State College, by virtue of its location in amore metropolitan environment, continues to have considerable involvement- in-vocational-technical training in a wide v anety of areas. Southern Utah State College, whichdeveloped from a normal school, now has vocational-technical programs in severaltechnical and business areas.

\lthough vocational-technical programming has existed at the two-year colleges for manyyears, transfer has been the major emphasis at these institutions. Introduction of thecommunity college concept has accelerated the development of vocational-technicaleducation within these institutions. Currently, programs in technical, allied health, busi-ness, and other areas are available at all public colleges in the state.

The technical colleges, which developed from vocational centers, have a history sinceinception in vocational-technical education. The primary purpose of these colleges, asdefined by the Legislature, is for "job-entry" training skills.

Development of vocational-technical education at Brigham Young University has beengradual. but significant. Such training at Westminster College 1,,r, been essentially unde-veloped until recently, due to its liberal arts nature.Utah has an abundance of proprietary-institutions offering less-than-baccalaureate prog-rams. They train "entry -level" personnel for such occupations as barbering, cosmetology,business, computer programming, engineering trades, and medical areas.Finally, by v irtue of legislative action, the Area Vocational Centers have been authorized tooffer postsecondary credit for courses in vocational-technical education.

REVIEW OF EXISTING VOCATIONAL-TECHNICAL PROGRAMS IN UTAHData in -\ppendix stimmarze existing less-than-baccalaureate vocational-technical programs

offered within Utah's postsecondary institutions!' 4' Since there is considerable divergence of

p. 7.pp. 9-23.

"Leon R McCarter. Career Or Chuke S twItle to career Training Programs at Ltah Public and Private Post-high ,}chuolinstitutionc (Salt Labe City. Utah System of Higher Education, November, 19721.

',Institutional catalogs, 1974-75, private and public universities and colleges in Utah,

g*:-5

opinion as to which baccalaureate level programs are vocational-technical in nature, no attempt is

made to include them. However, it is generally accepted that the four-year engineering technology

programs at Brigham loung University and Weber State College, the four-year industrial technology

programs at Brigham Nosing University, Southern Utah State College, and Utah State University, and

a few of the tour-year allied health, paraprofessional programs (such as medical technology) could beconsidered as vocational-technical education under the category of paraprofessional-technicaltraining."

There are numerous vocational-technical programs in proprietary institutions in the state Asummary of these programs is also tound- in Appendix A. A complete listing is contained in thepublication Career by Choice,-41 published by the Office of the Commissioner.

There are approximately -100 vocational- technical programs offered o, ithin Utah's postsec ondai)institutions. Considering the volume of programs offered, it appears necessary for purposes of 21

planning and coordination, that the public and private sectors be cognizant of the total scope ofvocational-technical programming in the state. The philosophy of the 1968 Master Plan adopted bythe State Board ot Regents should prevail, namely, where pris ate capability exists to assist in satisfyingstate needs, private program development should be continued and encouraged:"

REVIEW OF ROLE ASSIGNMENTS IN VOCATIONAL-TECHNICAL EDUCATION

The 1%8 Master Plan defined wits for Utah's institutions of higher education in vocational-technical education, which the State Boar.] of Regents and the Office of the Commissioner-havetollowed. However, the recent growth in vocational-technical education has heightened interestregarding role assignments. For example, the 1968 Master Plan clues not assign a specific role to theuniversities in either vocational or technical education:- A legitimate question arises as to whethereither of these institutions should be i nohed in ocationa:,tec.hnical training. If so, in what areas? Inreaching such decisions, the committee telt that consideration in Cache Valley should be given totwo tactors, namely, 111 there is no two-year college in the county, but (2) the Bridgerland AreaVocational Center established by the State Board for -Vocational Education does exist.

The 1968 Master Plan limited the roles of the four-s ear colleges and the three communitycolleges in vocational-technical areas to roles which meet local geogr"phical needs.48 The initiationof programs such as milling technology at the College of Eastern Utah, which will meet a state need in

energy development, raises the question of- srhethertlus siolates existing role assignments.The Legislature and the State Board of Regents have assigned the two technical colleges primary

roles in vocational-technical education. In addition, the Regents base limited the two institutions toAssociate of Applied Science OAS) degree programs in vocational-technical disciplines onlyHowever, the status of these two colleges regarding transfer-type programs should be further

resolved.Data in this report indicate that:Significant numbers ot new instructional programs considered and approved by the UtahState Board of Regents in recent yeas base been in vocational- technical areas (Uri of the

programs approved in the past three years were vocational-technical).

There are 200 separate t, mat/owl-technical programs currently offered at the public andprivate colleges and universities, and user 200 separate vocational- technical programsoffered at the proprietary institutions in the state.

In 1974 there were 1 U,C)15 students enrolled by headcount in vocational-technicalprograms at Utah System of Iligher Education institutions. Data regarding s ocationaltechnical education enrollments at Brigham 1 oung University and Westminster Col-

qnginectingAti Hex (ummittete,lia,,mtureate Ie h no )t vital &ergot»), t,tab hrotterte»»)ut higher feiteLottun, Reixtri preparedby the (Ace of the Cuninmsinner A. R. Mt.( arrmi lot the Utah State Board 01 Regents i5,11 Lake City. Utah System off figherEducation, Felxatuv IS, 19741

"L. R. xscCarrey, op, cu pp,18-23. ti"Utah, Coordinating Council ut ltighe, Education, Utah s Alaster Plan for Nigher Lelexotton, op. cd., p 64,

"bd. p. 76.

_

tot

lege were not requested by the Committee-and thus were unavailable to the TaskForce. Vocational-technical enrollments are estimated from 4,000 to 5,000 in theproprietary institutions. This represents approximately 20 peiLent of the_enrollment byheadcount of those enrolled in postsecondary institutions.

RECOMMENDATIONS

Following each recommendation, ACTION items are included. This listing establishes a targetdate for the implementation of the recommendation. Prior to lul I ut the year listed, a report fromeach institution (or agency) should be forwarded to the Office of the Commissioner covering allrecommendations scheduled for implementation during that year.

LEGENDA Technical Colleges G State Board for Vocational Education

22 B Community Colleges H Private and Proprietary InstitutionsC Four-Year State Colleges I Area Vocational CentersD Utah State University 1 Others, including local schoolE University of Utah districts,' business and industryF State Board of Regents representatives, unions, Legislative leaders

Where agencies are listed, it is assumed that interagency cooperation will be achieved inimplementing the desired recommendations.

Area Vocational Centers Program Approval

The Task-:orce accepts the policy espoused in "Utah's Master Plan for Higher Education,"name/y, that .5t,itet% Ale coordination of all postsecondary iadul0 vocational- technical education isnecessary in order to prow isle strung educational programs to meet student needs, avoid unnecessaryduplication, reduce inefficient .4.1:ocation of resources and discontinue unwarranted program offer-ings. Therefore, it is recommended that:

11. la) all postsecondary vocational (adult) education programs developed at any institution --including area vocational centers be approved by the State Board of Regents. If thisrecommendation is adopted by the Regents, legislation changing the present law will berequired.

ACTION: Legislation prepared for 1977 session: F,G,LJ.

Joint Appointments

(b) where an area vocational center exists in the same approximate region as a postsecondaryinstitution offering vocational education, joint vocational-technical administrative ap-pointments be developed wherever feasible, e.g., Sevier Valley Tech/Snow College.*

ACTION: Report 1976: A,B,C,D,F,G,I

Postsecondary Leadership

(c) where an area vocational center exists within the sane approximate region as a postsecon-dary institution, the postsecondary Instlt.ttuil exert the leadership role in planning forpostsecondary (adult) vocational education programs; and

ACTION: Report 1976: A,B,C,D,F,G,I

Vocational Facilities

till any space which -is constructed, purchased, rented, repaired, or-otherwise utilized forpostsecondary education be approved by the State Board of Regents and where requiredby the State Board for Vocational Education.

ACTION: Progress reports 1976: A,13,C,D,E,F,G.

A.V.C. Program Emphasis

The techo,cal colleges at _Salt Lake and Provu tick, elupeci from area vocational centers. Legislativeappruy al to offer postsecondary credit at the present area %,ocational centers increases the possibility

If recuminendatiunsgtai and 9 are legilatwely adopted, Joint administrative apixuntinents would not be necessary sinceall postsecondary program, and credit would be authorized through the State Board of Regents.

.....orK17

of these centers also dere into postsecondary technical institutes and /or technical colleges Anumber of recommendations contained herein stress the need for studies and affirmative recom-mendations prior to-creatins new pwbeconclar) institutions, or prior to expanding existing post-secondary institutions. It is therefore recommended that:

12. the primary emphasis at-the area vocational centers be training of secondary students. Thetraining of postsecondary (adult) students ,hould be permitted only in cases where such students

can be incorporated into existing secondary educational programs without requiringadditionalfacilities, equipment, or other educational resources. The Task Force strongly recommends thatthe State Board for Vocational Education confer with the Legislature and that the Legislaturereconsider the authority to grant postsecondary credit at area vocational c nters.'°-Credit forpostsecondary courses completed at the centers should be granted through existing institutionsof the Ufah System of Higher Education. This will minimize the potential of the centers 23developing into_ postsecondary institutions and will assure transferability of credit amongpostsecondary institutions.

ACTION: Legislation prepared for 1977 Session:

EXPANSION IN SCOPE AND BREADTH OF NEW AND EXISTING POSTSECONDARYVOCATIONAL ENTERPRISES

Postsecondary Institutional ExpansionIt appears that the basic interests of higher education in Utah will be best served by. (a) assuring

that future institutional growth is the result of institutional role fulfillment and riot as the result ofcompetition for sturk'nts, and (b) concentrating high-cost programs in the most suitable locations,through careful assessment of student and state needs. It-is therefore recommended that.

13. ta) the Legislature not expand the role of any secondary institution without a comprehensivestudy by the StateBoard of Regents, and by the State Board for Vocational Educalion where

area vocational centers and the technical colleges are involved. Thus, the expansion of acommunity college to a four-year college, the expansion of a technical college to acommunity college, or the expansion of an area vocational center to a technical college

should not occur without such a study and appropriate affirmative recommendationsBefore expansion is permitted, consideration should be given to establishing new colleges

:n their own right, rather than as an outgrowth of an existing postsecondary program and/or

institution;

New Postsecondary Institutions

tb) the creationcit new postsecondai y institutions, including area vocational centers ofpostsecondary credit, not be authorized by the Legislature until a need and feasibility st

together with recommendations is submitted by the State Board of Regents.

ACTION: 1975-85: F,G,J

Private/Proprietary InstitutionsThe state has an important resource in vocational-technical education in the private an

proprietary sectors. These institutions should be fully utilized and considered in all postsecondary

vocational-technical planning. It is therefore recommended that:14. private program development should be continued and encouraged where capability exists to

assist in satisfying state manpower needs. To facilitae proper consideration of private andproprietary programs in statewide planning, it is recommended that these schools provide theBoard of Regents with annual reports regarding programs, enrollments, and graduates, as well asnew planning proposals and recommendations.

ACTION: Annual reports, 1976.85: F;1-1.The Task Force strongly supports a proprietary school bill for postsecondary institutions. It is

recommended that the State Board of Regents support the preparation of such legislation by

ringucly

"Start of the State Board for Vocational EduLailon, serving on the Task Forte. have stated that these centers should not offer

postsecondary credit.

4f- 5;1,4

appropriate personnel within the proprietary _postsecondary sector perhaps the Utah PrivateSchool Association. Exclusions from the bill should include elementary, secondary, and appropriatepostsecondary institutions.

ACTION: Legislation prepared 1977 session: F,F1,1.

Technical Colleges Role

The Task Force fat ors continuation of the same rules fur Utah s institutions ut higher education invocational- technical education delineated in the 1968 Master Plan, t% ith minor modifications. It istherefore recommender! that:

15. the primary focus of programming at the two technical colleges continue to be vocational-technical in nature. The primary emphasis of all less-than-baccalaureate vocational programs,

240 whether of the technical colleges or at other institutions, should be generally directed toward

providing job-entry skills;ACTION: Progress reports, 1976: A,B,C,D,E,F,G.

Community Colleges Role

16. the three community colleges continue to function in the area of v ocational education basicallyas assigned in Utah's 1968 Master Plan, i.e., primary role responsibilities to meet area geog-raphical needs. High-cost, specialized programs which serve a statewide role should bedeveloped at the community colleges if and when area geographical needs dictate suchassignments. Other specialized, high-cost vocational programs tin the vocational areas) shouldbe developed in the more .densely populated metropolitan areas, and only there when man-power -data clearly indicate the need for such programs. Procedures should be established todiscontinue-programs at any institution when the manpower demand has been met.

ACTION: Progress reports, 1976: B,F.17. community and technical colleges state in institutional catalogs that credits offered are not for

transfer as upper division credits to other institutions. Moreover, community and technicalcolleges should not offer three-year vocational-technical programs.

ACTION: Report 1977: A,B.

Four-Year Colleges Role

18. Weber State College continue to perform a major rule in a number of program areas related toparaprofessional-technical education, while Southern Utah State College tulfill more limitedrole capacity in select areas. Both four-year institutions Weber State College and SouthernUtah State College have roles in vocational-technical education programs to meet areageographical and assigned role responsibilities.

ACTION: Progress reports, 1976: C,F.

Universities' Role

19. the University of Utah should not pursue programs in vocational areas. Because Utah StateUniversity '" is the only postsecondary institution Ideated in Cache Valley, it does perform alimited rule rh tandem with the Bridgerland Area Vocational Center in providing programs tomeet local geographical needs.

AC [ION; Progress reports, 1976: D,E,F,1.

"Programs ut Laah State University in industrial teacher education WO business education, from the bal(didUredIe through thedoctoral level, were assumed by this Task Force to be professional teacher education programs.

- 29r"x'r'4.. .1

CURRICULUM & ROLES - UNIQUEASPECTS OF VOCATIONAL-TECHNICALEDUCATION

STATE MANPOWER DEMANDS 25

The focus of the Task Force Master Plan Report for Vocational-Technical Education has centered-

around the general philosophy of quality education at a cost-effective level to meet student, state,business, labor, and industrial needs.

Data in Table 1 summarize the projected educational manpower requirements to meet Utah

employment needs. According to 1972 data, approximately 60 percent of the available employmentopportunities were related to vocational- technical training. Projected employment opportunities

appear to place even greater emphasis upon vocational-technical training, i.e., 70 percent of theannual growth-and replacement openings for the remainder of the decade are projected in this area

(see Table 1).Figure 5 has been constructed to graphically illustrate the percentage distribution of employment-

opportunities amongAanuus occupational areas which require vocational-technical education It is

estimated that the hvToccupattonal areas with high growth potential trade & industrial and office

occupations will have "projected annual growth and replacement openings" (36 6% and 31.2%,respectively) which exceed 1972 average annual employment percentages (353% and 27,4%,

respectively). The next two largest occupational areas distributive education andagriculture areprojected to have growth and replaceMent percentages (20.8% and 0.7%, respectively) which are

below 1972 average annual employment percentages (24.1% and 5.4%, respectively). However, in

view of recent world food shortages and subsequent price increases, agriculture may exceed theprojected low annual growth and replacements percentages. The remaining occupational areas

health occupations, home economics, and technical education have growth and replacement-

17.0%, 2.2 %, and -1.4 %, respectively), which are either equal to or greater-than the 1972 average

annual employment percentages (4.2% 2.2%, and 1.4%, respectively) it is anticipated that annually

there will be job openings in most occupational areas for qualified individuals from vocational-

technical programs.With shorter periods of training and an emphasis upon training for employment, it becomes

easier to relate vocational- technical education directly to manpowersupply and demand data than is

possible with more traditional educational programs. When new programs are initiated care should

be taken so that only those programs are approved that meet manPower needs not currently being

served by existing programs or institutions.

COSTS OF VOCATIONAL-TECHNICAL PROGRAMSSeveral tactors determine educational program costs, i.e., the numberof emphases offered, the

number of students enrolled per class, faculty teaching loads, the number of labs associated with the

program, necessary equipment, etc. In vocational-technical education, program costs can alsodepend upon whether skill training should occur on campus, or "on-the-job" through cooperative

work experience.Despite differences among various training programs, it is generally true that vocational-technical

training is more expensive than are two-year transfer programs. This is due to the additional expenses

generally associated with skill acquisition laboratories and shops, equipment and tools, smaller

classes due to laboratory and shop limitations, andcletailed supervision of skill development while

using equipment and tools. A national cost study of r .ate two-year college costs confirmed this

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generalization," The data in ftgwe 6 are abstracted from that study. They show the average total

direct cost per student credit hour (SCE 1) in vocational_subjects at select private two-year colleges

These- exceed the average cost per student credit-hour-in other subject areas.

TheEngineering Technology Education Study substantiated that-vocational-technical program-

ming costs more." The report described two-year and four-year engineering technology programsrelating them to- paraprofessional technical education offered at two-year colleges." The study

recommended that:Only those institutions with rather large enrollments should undertake engineering tech-

nology programs at the associate degree level. The cost of providing both laboratories and

instructors beyond the vocational level is onlyjustified if 20-30 graduates can be produced

annually froin each spetralized program. Because of early terminations, admission of

50-70 new students per year per program may be needed for viability."

VIABILITY OF VOCATIONAL-TECHNICAL PROGRAMSUnless an engineering technology program, or for that matter any education program, graduates

a given minimum number of students, the program is difficult to justify.

The 1968 Utah Master Plan stated:Coordinated development ...is necessary if Utah is to assure the availability ofeducational

opportunities for all qualified students, without unnecessary duplication and a consequent

waste of the state's resources.The 1968 Master Plan strongly recommended that high -cost programs be concentrated

in the most suttable locations as a result of careful assessment of student and state needs."

The State University System-of Florida, for example, requires baccalaureate programs to-le

reviewed if they produce fewer than 5-10 degrees-annually for a three-year period (the number-varies

depending upon whether or not there is an associated graduate program) 6 While defensible

standards in vocational-technical education, per se, are virtually nonexistent,- it would appear logical

to require minimum numbers of graduates annually from each less-than-baccalaureate degreeprogram, since these kinds of programs are so closely related to manpower needs

An examination of the data in Appendix A and in "ASummary of.4utumn 1974 Headcount and

FTE Students, by Level and Type of Student'''' reveals that the average number of students enrolled in

vocational-technical lower division programs varies dramatically from institution to institution This

analysis is summarized in Figure 7. The average enrollment varies from approximately eight enrollees

per program to about 130 enrollees per program.

OFFICE OF EDUCATION CODE DESIGNATIONSVocational-technical education programs are designed specifically to prepare trainees for emp-

loyment. Most of the offerings are related either to a specific occupation or to a family of related

occupations.fhe United States Office of Education has developed a grouping system which identifies

- vocational-technical progr,im areas. The publication entitled Vocational Education and Occupations

groups a number of similarly related occupations (listed under the U.S. Government Dictionary of

"Richard Meetts,ACurricul., and Financial Cost Analysis of the Independent Two Year Colleges of America (Washington,

D.C.: The National Council of Independent Junior Colleges, 1974), p. 42.

"American Society for Engineering Education, Enbreermg Technology Education Study, Final Report (Washington, D C

American Society for Engineering Education,lanuary, 1972)."Ibid., p. 6.; Engineering technicians (two-year graduates) and engineering technologists (four-year graduates) are

expected to apply attendant technical skills in support of engineering activities The field of engineering technology lies in

the occupational area between the craftsman and the engineer closest to the professional engineer

p. 41."Utah, Corrdinating Council of Higher Education, Roles & Curriculum, op. cit., p. 77

"Florida, State University System of Florida, Criteria of Evaluation and busting Programs (Tallahassee State University

System of Florida, October 9, 19721.P1973.76 Operating Budget Recommendations Utah System of Higher Eduotion.

27

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AVERAGE ENROLLEESFIGURE 7

AVERAGE ENROLLEES (HEADCOUNT) PER VOCATIONAL-TECHNICAL PROGRAM'

,UTC/SL

UTC/P

WSC*Determined by dividing the number of enrollees (headcount)by the approximate number of vocational-technical programs.

Sources: USHE institutional catalogs, 1974-75.

Data submitted to the Office of the Commissioner byinstitutions within the USHE.

USU DIXIE

CEUSUSC

34

29

Occupational rAtte,,) ,ma then defines an educational program which trains graduates for thatparticular skill. "-The specialized vocational-technical program is then given an Office of Educationcode desigi nation -fur identiticatioil purposes. The grouping of related occupations and educationalprograms is A ontinued throughout the OE code designations. Appendix 13 demonstrates how theseOE code designations may be employed.

AWARD DESIGNATIONS FOR VOCATIONAL-TECHNICAL EDUCATIONData in Appendix C illustrate the variety ut ay% ards uttered in Utah's institutions for completion of

less-than-baccalaureate level programs. In addition to a variety of associate degrees, institutions offermultiple "certificate type awards, and diplomas. While associate degrees are fairly well defined-(Associate of Arts, Associate ot Science, and Associate of Applied Suence),"-the_definitions for

30 citpioutas and various certificate ay% ards vary greatly. For example. it; Weber State College uses theterminology "certificate ot to denote a variety of programs ranging from a few months totwo years in length, (2) Utah Technical College, Salt Lake uses the certificate designation for programsof one year of less in length, Diplomas are used for programs of two years, and (3) -LDS BusinessCollege uses the term, diploma, for one-year programs and the term, certificate, for programs of lessthan one year (see Appendix C).

In additkm to a lack ot standardization in defining awards, there is J broad variety of institutionalpractices in specitying the achievement ut competencies. Recommendations have been made in thereport to develop more flexibility in vocational-technical education regarding open-entrance, up;,n-exit, self-paced instruction. When such flexibility becomes a reality, more reliance on competencyand less dependency on a structured time frame will be required. Standard usage of "credit hours"and "one-year" programs would become less common, and would be replaced by definitivedescriptions such as 'Certificate (front end mechanic)."

The primary emphasis of vocational-technical education is training for job entry. Definingcertificates and diplomas in terms more related to competencies emphasize., this "job-preparation"rule. The Task Force felt that vocational education would be further highlighted through the use of theAssociate of Applied Science (AASJ degree. As defined in the 1968 Master Plan, the Associate of Arts(AA) and the Associate of Science (AS) degrees are principally designed as transfer degrees. Thestructure of the curricula roughly 50% in general education and 50% in a concentration and-related subjects illustrates the transfer- qualities of these degree programs. In contrast, the MSdegree is normally designed for students who wish to complete a formal education in two years. Thecourse content for this degree includes roughly 25% in general education and 759i in a concentra-tion and related skill subjects. This highlights the increased emphasis upon skill acquisition. It shouldbe noted that current Board of Regents' policy permits transfer of A.A.S. degree credits to relatedfour-year degree programs.

SUMMARY OF MANPOWER FINDINGSThe manpower data in this section, while only one criterion, reveal that.

Nearly 60% of the available manpower opportunities in 1972 were related to vocational-technical education. Approximately 7 0%of the annual growth and replacement openingsfor the next decade also will be related to vocational-technical education.The largest nun thers ot employment opportunities in 1972 within the vocational-technicalareas were. 1) trade & industrial (35.3%), 2) office occupations (27.4%), 3) distributiveeducation (24.101), 4) agriculture (5.4%), 5) health occupations (4.2%), 6) homeeconomics (2.2%), and 7) technical education (1.4%).The largest numbers of existing vocational-technical programs which are currently offeredare. I) trade &industrial (46%), 2) office occupations (15%), 3) health occupations (13%),4) distributive education (12%), 5) technical education (7%), 6) agriculture (4%), and-7)home economics (3%),

,U.s Department ot fie,ihh, Edut...ittun tAellare, 6utatiunal Echtwoun ,inti Ot.t,upatithi±. Government PrintingOffice, Catalogue number FS5.280; 80061 (Washington: 1969).

"Utah, Coordinating Council of t ligher Education, Rotes and Ciaticulum, op. cit., pp. 40-41.

. 35

-RECOMMENDATIONSFo IlLAN mg each recummendatioil\CTION dent: are included. This listing establishes a target

date fur the implementation ut the recommendation. Prior to I ut the sear listet11 report fromeach institution (ur agenc_s, should be tuns acted tu the Office ut the Commissioner covering allrecommendatiOns scheduled for Implementation during that sear.

LEGEND

G State Board forVocational Education

H Private and Proprietary InstitutionsI Area Vocational Centers

Others, including local schooldistrics, business and industryrepresentatvies, unions, legislative leaders

\ \'here agencies are listed, it b that interagency cooperation %sill be achieved inimplementing the desired recommendations.

mational-techical programs are designed priman4 tu prepare .students fur entry level"'occupations, If lobs are not available, .students who have acquired a rather narrow shill, andtaxpa% et, IMO be shut (changed. Ear4 auluisrtion ut and einp/o), ability are emphasized in theseprograms, Because s otational-technicalprograms of less than baccalaureate degree are more rattedto the immediate inimpuss er demands ut low/ anti state industry demands, it is re10111111CtIllet! that.

20. i1) prugraiiiiiiing be initiated ss about strung es idence of student and localur state industrial manpower demands. Ongoing programs tur which manpower and studentdemands have decreased and are exceeded by the output-of trained manpower) should becarefully reviewed to determine if they should be continued.

ACTION: Progress report, 1976: A,B,C,D,F,G.( 31:Cdtbf: ocatiuna/-techinca/prugrams an, c/u,,e4 relate(' tomanput%erdemands,occupational

areas which have large numbers of annual openings twill necessitate instruct/ow/ programs atmultiple mstittitions tu meet manpower and student needs. Cons erse/), occupational areas whichhave relati. el) lett, annual manputver needs will not require multiple training programs It istherefore recommended that:21. vocational- technical prugrams which have bruad placement opportunities and student de-

mands should be cuminun to several instituttuns. 'ucatiunal programs which have relativelysmall uccupationaLupenings, or which are determined tu be relatively specialized, should bethe role assignment ut ail institutiumsi. In the latter case, such specialized programs should be'mated nearest that iiistitutionisi which has the greatest industrial and:ur student populationdemands.

ACTION) Progress reports, 1977: A,B CD,F.

Program ViabilitySince oLational-technical entry -level prograins_arc inure specifica/1) related to manpower

demand than are baccalaureate lei et ur graduate programs it lIht he difficult to lustily such programsunless demands tor trained personnel are eVith2t1t. AIUMA CT, ULIt1011,1/-technical programs areMUM' eAptql sit+ tit Opeldte (hill) are mu- eat tratister progran is. Thus, 'entry -level" programs shouldgraduate sizeable nunthers ut students if they arc to he cost-eftectise. It is therefore recommendedthat:22. once initiated, as a minimum, a program be subject to review fur discontinuance if. (a) it dues

nut maintain a three-year average ut al least 1U certificates per-year (one-year program), (b) athree-y ear average ut at least 7 assuciatedegrees un other tyvu-year ayy ads; per year, or (c) othersuitable evidence of viability!"

ACTION: Reports, 1976: A,B,C,D,E,F.

A Technical CollegesB Community CollegesC Four-Year State CollegesD Utah State UniversityE University of UtahF State Board of Regents

'ice Item No: 4, page 16,

31

32

Office of Education CodesTo assist the Regents in determining what constitutes a -new urcational program requiring

approval, it rs recunlinended b% the-Task Force, w ith the enthuskcisfre support of the staff front the State

Board for Vocational Education that:

23, less- than -bate alatorate vocational-technical programs be identified and approv ed with Officefit Education Instructional Program designations and Code Number classifications.'' All prog-rams which specifically list iiew degree fir certificate titles should not b6 considered as programoptions.

ACTION; Reports, 1977: A,B,C,D,F,G.

A.A.S. Degree

The Associate of Screnci. 4:15)and the Associate of Arts rAA) degrees general!) alloy for 48=55credit hours in general education, and 41:48 credit hours «r a specific discipline andlor relatedsubject area. Associate of Science and Associate of Arts degree programs are considered to_ betransfer - oriented programs. Conversely, the Associate of Applied Suence OAS/ degree usuallyspecifies that approximate!) 25 percent i24 credit hours) of the courses for the degree be in generaleducation, and the remaining 75 percent i72 credit hours) be in-a specific discipline andlur relatedsubject area. The A. \S degree program is general)) considered to be an entr)-lev el- program." It is

therefore recommended that:

24. the present utilization of the Associate of Science (AS) degree in vocational-technical educa-tional disciplines Ix exammed at institutions within the Utah System of I ligher Education. TheAssociate of Applied Science OAS) degree should be established as the sole associate leveldegree for vocational-technical subjects °'

ACTION: Reports, 1977: A,B,C,D.

Degree Award DefinitionsProem!), a wile varlet) of awards is used in less-than-baccalaureate program, i.e., diplomas,

certificates andassociate degrees. Definitions of these av% arcs v dry from institution to institution. It isrecommended that:25. operational definitions be standardized for yucatiunal-technical awards yv ithin the Utah System

of Higher EducatiOn.ACTION: Reports, 1977: A,13,C,D,F.

Certificate DefinitionFor employer understanding of skills acquired in a particular training program and for the

quanta% ingot degree prudut.liun data, the follow ingdebnitions had e been adopted b% the Regents asthe stantiardi/ed awards denoting completion of specified educational programs. These are.

tai Certificates An institutional certificate should be awarded upon the successful comple-tion fit a program directly oriented toward tub entry Yv hen the program is do duration of 18months or less *1-72 quarter hours, or other designations). Specificity in denoting-theaccomplishment in the program should be indicated by time, credit, or proficiencyacguiredtulluwingthi ternunulogy of the certificate, i.e., 06pionths, front-end alignment)or Ct2 quarter hours, automotive mechanic). No standard gener:Wetication requirementis specitied.

*IA Diplomas An institutional diploma should be awarded upon the successful completionfit a program directly oriented toward! tub entry when the program is of-duration of 19-36*nor ohs *75-144 quarter hours, or other designations). Spec ificrty in denoting the accomp-lishment ma the program should be indicated by time, credit, or proficiency acquired!dim% mg the ten innolugy fit the diploma, i.e., Di24 months, medical technician) or 0(96

thn retfolimentioliott 0, it f ottotititf with wewill wolflike L- S, rkpottliteial tot left111), Edutdooli. and vilare. (Ante litEdix.Mon. kx titBoard polit permit% the it.wirt Lot \\S degree imrtodill.1t) two k eot propoith See tax, Rettoluinomlation -\u t. Vag(' it,.

Thu. 11.1.(011111N211thit11/11 1% ill 4. tifittilillih tsdit wt -cite fifliittl ixatt. The tom exteptiott t. \ tatIllg at tlx thfottole fteftreeh del.

37

quarter hours, distributive education). No standard general education requirement isspecified.

(c) Associate of Applied Science The program leading to the Associate of Applied Sciencedegree is primarily oriented toward job entry and is normally designed for students whowish to complete a formal education in two years (96 quarter hours). Preparation for thisdegree includes theory courses, shop and laboratory activities, directed work experiences,and general education. No more than 25% of the required courses for an MS degreeshould consist of general education, whether earned by the student- or listed in theinstitutional catalog and schedule.

id) Bachelor of Technology Degree (BT) A degree granted upon completion of aneducational program requiring tour years tapproximately 186-hours) preparation withcourse work completed in general education,-electives, and major and minor require-ments.

(e) Associate of Arts, Associate of Science, Master's Degrees, Doctor's Degrees 2-1- TheCommittee rmLnumends the continuation of definitions as embodied in the Committee"L" report of the 1968 Utah Master Plan for Higher Education.

Program ClusteringUwith encouragement trim the Regents, institutions of higher education have grouped related

educational programs together tor reasons of flexibility, quality incl cost-effectiv eness. This permits abeginning student to take a standard program-tur an initial_ period of time and then spin of in thevarious occupations as the student progresses. Such an approach allows flexibility for the studenttt hu wishes, at a lairs elate, to pursue a spec . This concept is morecost-effective in that it utilizesthe same cure courses tut a v.rriety of speoahzattotb. The breadth of programs and the resources1011(h-can-be loused on the sariow-specializations should increase the quality of programs. It isrecommended that:26. whenever possible and practical, program rules be assigned to utilize the "cluster" concept,

with specializations developed around a basic "core." For examplei general "miclmanage-ment or marketing program (general merchandising) could be considered as the "core" with

a cluster- of programs built around it in the 'hospitality" area hotellmotelhestaurantmanagement and tuud production. Primary considerations in clustering should be to improveprogram quality, to give students opportunities for shifting emphases, to minimize duplication,while continuing to better serve students, industry, government, and business.

The Ottice ut Education code designations group a number of re/atedoccupationsInddefine a vie ational-techincal program which tvill train graduates for those particular occupations.Insular as practical, this grouping ut Undies of occupations 1s continued throughout the Office ofEducation code designations, It is recommended that:

27. clustering ut programs within the Utah System oft ligher Education utilize Office of Educationcode designations . a guide. Groupings assigned to particular institutions as a.rule shouldicillow the main subgroupings of the following categories. agriculture, distributive education,health occupations, home economics, office occupations, technical education, and trade &industrial occupations (See Appendix B). Further groupings within some Office of Educationdesignations may be developed by the Board of Regents, (and where appropriate) the StateBoard for Vocational Education, and the institutions.

ACTION: Reports, 1976: A,B,C,D,F,G.

Emergency ManpowerThe review process fur new programs can delay initiation, lithe need for a manpower training

program is immediate, the Task force recommends that:26. The Emergency Manpower Training Provision adopted by the State Board of Regents and the

State Board for Vocational Education in December 1970, be restated. This provision, repro-duced below, should be examined and rev bed periodically to ensure that it continues to meet itsintended use. This policy states that:

t.:

34

The Commissioner of 1 ligher Education and State Superintendent of Public-Instruction areauthorized to approve Emergency Manpower Training Programs at all institutions of highereducation within-the State System of Higher Education. Programs of longer duration than12 months should-be given final approval by the State Board of Regents. Approval of allEmergency Manpower Training Programs should be closely related to inst:tutional roleassignments, as designated by the State Board of Regents, and approval shall only be for theduration of each indiv idual program. Such action shall be reported to the representativeBoards at their next regularly scheduled meeting by theCommissioner of Higher Educationand the State Superintendent of Public Instruction.

ACTION: 1975: F,G.

3,9

INSTITUTION - FACULTY

INSTITUTIONAL AND FACULTY FLEXIBILITYProjections for a more stable student growth rate are predicted for the remainder of the decade of

the seventies. As a result, faculty expansion at Utah institutions of higher education will, in alllikelihood, stabilize. This is in contrast to the deacde of the sixties, when faculty members doubled.

Although vocational-technical education may be affected by leveling faculty growth, it in allprobability will be less influenced -than other educational areas. Data in Figure 3 _illustrate thattechnical college enrollments have increased more rapidly since 1967-68 than those of any othercollege or university in the Utah System. This increase likely Is directly-related to both the locationand the course offerings of these colleges. State law limits them to "entry-level" programs. How thedistribution of students among vocational - technical and nonvocationbl-technical programs willdevelop-remains unknown. Projected manpower data seem to support the need for continuedgrowth in this area.

A lack otgrowth in faculties has created problems for many institutions within the United States.With virtually no additional growth positions, new faculty are being hired -only- for replacement-positions resulting from retirements or resignations. The "tenure" provisions which now operate inmany U.S. institutions-or nigher education are also being questioned, viz. inctitutional flexibility.Opponents of tenure tear -stagnation" under, periods of limited faculty growth unless properlyadministered. If the awarding of tenure is not monitored, it is possible for an institution to awardtenure to nearly all of its faculty thereby reducing the flexibility of the institution. The situation ofbeing "tenured-in- is obviously detrimental to an institution for several reasons. first, it is moredull( ult to hire new faculty to respond to the changing needs and demands of society, second, thereduction ot new faculty diminishes the infusion of new blood into the institution, and third, atenured, more senior faculty imposes a greater finz,.cial burden.

Nevertheless, sulkier.: freedom exists within tenure provisions that Utah institutions should beable to retain the positive aspects of tenure without an accompanying loss of flexibility, For example,tenure. provisions permit a probationary period of up to seven y ears before aksarding ter urethereby reducing the number of tenured faculty. Moreover, tenure provisions permit Sku tt! to bereleased for lxma fide- reasons, i.e., tai discontinuance of a program of instruction, and (b) financialexigency.

tenure may be used to upgrade" the quality of faculty at an institution through athorough and critical examination ot eachlpffty_rnember before awarding him or her tenure. Suchan examination implies that nut all nontenured faculty mei-fibers will be granted tenure By aconcerted ettxt on the part of administration and faulty, instifur1011S should be able to respond to thechanging needs and demands of society, making it possible for vocational-technical educators to-utilize the tenure system prudently and thereby.maintain necessary flexibility in program offerings Inview Of the more direct relationship between, vocational- technical offerings and' ciccupationalopenings imanpower demand), it is critical that vocational- technical education maintain such

flexibility.

UPGRADING OF FACULTY COMPETENCIESAfter an institution has carefully screened its faculty members. lx,th prior to hiring and aw arding

tenure, it is critical that the competencies of such a quality faculty be maintained and 'or upgraded-

The instaution can assist by creating the atmosphere and reward system which stress the importance

atO

35

of fJCUltA)111peterk4 ail(' quality instruction instruction which prepares students for employmentopportunities and-graduates who can relate to the world in which they live.

Faculty members should participate in a variety of experiences which will upgrade their technicalskills, as well as improve instructional anct'or administrative techniques. Fyr example, facultymembers should be encouraged to participate in the 'in- service" training offered by business,industry, government, labur, or by other educational agencies. Attendance at conferences, seminars,or other vocational or educational meetings should be encouraged both y is released time, travel, andother financial commitments. Relateu sabbatical leave should be encouraged for formal education orfor business, industry, or government experience..

To assist faculty members in upgrading instructional competencies, the institution should provide36 a procedure for-annual faculty evaluation. Such evaluations could-utilize a number of measuring

dev ices, e.g., student evaluation of faculty, peer evaluation, student performance, etc. The Task Forcehighly recommends an annual evaluation for tenured as well as for nontenured faculty members.

Participation on campus by personnel from business, industry, government, and labor groups canenhance faculty competencies and improve instruction. If business, industry, government, or laborgroups cannot permit released time for employees to teach, institutions may be able to obtain servicesfrom these personnel on an "overload" or "after-hours" basis.

Another method for involvement of personnel from these sectors is through the use of occupa-tional advisory committees. If-personnel directly involved with actual employment situations canfunction as advisors for educational programs in the respective occupational area, the quality of theinstructional training can be further enhanced. Advisory committees can prov idea better understand-ing of skills to be developed in the training programs. These advisory groups can also provideindicators of changes in job demands. This type of involvement has on added positive effect in that!be institution and the community develop strong interrelationships.

Institutions should assist in creating an atmosphere conducive to maintaining and upgradingfaculty competency (quality instruction) by fostering an open, responsive, and positive attitudetoward change. In acklitionlo recommendations made in earlier sections regarding more flexiblepolicies toward "open-entrance, open-exit, self-paced instruction," the State Board of Regents andthe Utah institutions of higher education should openly encourage and reward innovative ap-proaches, exemplary pilot programs, ind appropriate instructional development affectingvocational-technical programs.

ARTICULATION FACULTY, INSTITUTIONAL, AND BOARD RESPONSIBILITIES

One of the continuing problems in education is to interlace instructional programs at variouslevels so that transfer is possible amongand uetween systems and instructional levels. In Utah,programs in the public school system from grades K through 12 are directed by the State Board ofEducation and individual local school boards.

listorically, colleges and universities in the United States have maintained individual autonomy.Therefore, articulation problems have occurred during the transition from the secondary schools topostsecondar, institutions, as well as transfer among the various postsecondary insututions them-selves.

Because sonic with:Am yet exists as to who has articulation responsibilities between secondaryand postsecondary institutions, further clarification, with recommendations, appears necessary.Postsecondary educators have always had and should continue to have responsibility for curriculumdesign id course content within their sphere of expertise. Ir approy g programs and roles, theOffice of the Commissioner has strongly supported this basic premise. The Task Force forlibcanon.1-Technical Education also has held as a basic tenet that the responsibility of the post-secondary institution is for course content and basic curricular design. Facultas are directly responsi-ble for instruction to students and are specifically trained in particular skill areas and instructionalmethods. Faculties also receive direct input from occupational athasory con imitteas regardingtraining requirements. These individuals therefore should be considered as the "experts" regardingcourse content and basic curricular design required for any given-training program.

41-

On the other hand,- experience has demonstrated the need for-a single_postsecondary agency tocoordinate the development of postsecondary progranis. Only this WO may the availability ofeducational opportunities be assured for all qualified students, without unnecessary duplication anda consequent waste of state resources.'" The State Board of Regents was created to accomplish thispurpose. The Task Force, in agreement w ith Senate Bill 10, reaffirms that the responsibility of the StateBoard of Regents should continue to be_prograni, role, and degree approv, al, statewide perspective,and statewide master planning in postsecondary education. Since i)ostsecondary institutions com-pete with other institutions and agencies for state financing programs, students, etc., the committeefeels that a single agency, is necessary to coordinate postsecondary educational programs from astatewide-perspective.

The Task Force also supports the premise that the responsibility of the State Board for VocationalEducation is to approve postsecondary curricula to ensure articulation with high schools and areavocational centers. By providing staff assistance to the Board of Regents in Master Planning forvocational-technical education; the vocational board satisifes the requirements of Senate Bill 10. Theresponsibilities delineated in this subsection are summarized-in-Figure 8.

RECOMMENDATIONSFollowing each recommendation, ACTION items are included. This listing established a target

date for the implementation of the recommendation. Prior to July 1 of the year listed, a report fromeach institution Or agency) should be forwarded to the Office of the Commissioner covering allrecommendations scheduled for implementation during that year.

LEGEND

A Technical Colleges G State Board for Vocational EducationB Community Colleges H Private and Proprietary InstitutionsC Four-Year State Colleges I Area Vocational CentersD Utah State University J Others, including local schoolE University of Utah districts, business and industryF State Board of Regents representatives, unions, Legislative

leaders

Where agencies are listed, it is assumed that interagency cooperation will be achieved= inimplementing the desired recommendations.

Because increased prograM flexibility is necessary' to meet the changing needs of-students,business, industry, government, and labor, it is therefore recommended that:29. institutions offering vocational- technical programs maintain advisory committees with broad

representation, primarily from management and labor. These shoukl include general advisorycommittees for each institution as well as special committees for each occupational area. Thesecommittees should assist in maintaining accurate and current data from employers, i e.,occupational openings, skills required, and manpower needs;

ACTION: Reports, 1977: A,B,C,D.30. the Utah State Board of Regents-encourage innovative approaches, exemplary programs, and

appropriate instructional development attecting vocational-technical programs. Each institutionwithin the Utah System of HigherEducation should adopt policies which permit more flexibilitywhen hiring new faculty. Consistent with role responsibility, institutions should hire faculty withinique qualifications and strengths not existent at the institution. Institutionsshould maintain

reasonable ratios of nontenureditenured faculty thereby strenthening the ability of the institutionto respond to new program directions by avoidance of :,lenuiing-in %problems, negatingflexibility which is required in meeting vocational-technical program needs.

ACTION: Reports, 1977: A,B,C,D,F.Faculty'Competency should be maintained and further upgraded. This responsibility rests both

with the institution and with the individual faculty member. To assist in upgrading faculty compe:tency, it is recominended that:

"Utah, Coordinating Council of Higher Education, Roles and Curnadurn, op. cit.. p. G.

42

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31. a) faculty members be encouraged- to take the initiative to- participate in business- andindustry-sponsored workshops and training sessions;

b) institutional in-service training be provided for vocational-technical education faculty, staff,and administrators;

C) institutions devise a procedure for annual faculty evaluations;

a travel budgets be provided so that faculty can attend state, regional, or national meetingswhich will assist in the upgrading of skills;

ACTION: Progress report, 1976 (a-d): A,B,C,D.

e) sabbatical leave policies be further developed for vocational-technical faculties. Policiesshould be developed which will permit flexibility in maintaining or upgrading faculty skillsthrough exchange programs, formal education, experience in business -ag_d industry, andother skills training experiences; and

0 institutions assume the major responsibility for creating an atmosphere which stimulatesfaculty to upgrade themselves so as to create quality learning experiences for students.

ACTION: Progress reports, 1977: A,B,C,D,F.

Articulation between secondary and postsecondary vocational-technical education programsmust be further facilitated. As stated in Senate Bill 10. "In making decisions relating to curriculumchanges, the Board (Regents/ shall receive the approval of the State Board for _Vocational Educationfor an orderly and systematic vocational education curriculum to be established to eliminate overlapand duplication of course work with the high schools and area vocational centers."It is thereforerecommended that:32. the Office of the Commissioner continue to forward all vocational-technical education program

requests to the State Board for Vocational Education for purposes of articulation. Approval of theState Board for Vocational Education relative to articulation of curricula of postsecondaryprograms with secondary programs (high school and AVC's) should be communicated to theOffice of the Commissioner. According to Senate Bill 10, the State Board for VocationalEducation approves vocational-technical curricula for the purposes of articulation and providesassistance in support of Master Planning in vocational education. The State Board of Regents isresponsible for program, role, and degree approval. Institutional personnel are responsible forcurricular design and course content, consistent with the above-stated responsibilities. Tofurther facilitate coordination, the staffs of the State Board of Regents and the State Board forVocational Education should work toward further refinement and development of commonreporting procedures.

,ACTION: 1976; F,G.

44

39

FINANCES---FACILITIES

ENROLLMENT AND FINANCIAL TRENDS OF VOCATIONAL-TECHNICAL EDUCATION

Since 1971-72, the combined FTE enrollment in the community and four-year colleges (seven

institutions) has decreased by approximately one percent. In contrast, the combined FTE enrollment

in the two technical colleges has increased by 37.9 percent (Table 2).Enrollment in vocational technical programs throughout the System has not increased_ that

rapidly, however. While data in Table 3 reveal selective growth at the technical colleges, a decrease

in vocational student enrollments has occurred in the community colleges and four-yearinstitutions. The combined FTE enrollment in vocational education at the two technical colleges

since 1972-730 has increased by 809, while the combined FTE enrollment in vocational education

in the other colleges and universitites has decreased by 172. Hence, the percentage of the System's

total FTE enrollment attending the technical colleges has increased from 10 9 percent to 12.4 percent

in two years, but the percentage of the System's total FTE enrollment in vocational-technical fields has

increased somewhat more slowly 15.9 percent in 1972-73 to 16.9 percent in 1974-75. It may benoted that the total FTE, enrollment increase in the Utah System of Rgher Education since 1972-71

(1,444) has been composed of nearly one-half vocational (649) and one-half nonvocational students

(797). Whether future growth of the technical college will be in real numbers as experienced-recently, or whether such growth will coincide s ith a continued decline in vocational-technical

students in the other institutions, is unknown.The current situation of stabilizing enrollments in the total system of higher education, with

potential realignments of student populations among institutions, could have implications for

financing of Utah higher education.

The financing of Utah postsecondary education, including vocational-technical education, has

been the specific assignment of the Postsecondary Education Finance Task Force Thus, the report of

the Finance Task Force should be reviewed in conjunction with Section VI of this report.

PROGRAM CHANGES FUNDING FOR NEW PROGRAMS

Data in Table 1 indicate that vocational-technical training will play an even more important role

in providing job opportunities during the next decade. Significant changes are expected in Utah's

economy, including an expanded emphasis upon energy resource development within the state.

This stresses the need to be responsive to expanding areas of employment in which Utah's citizens

are poten-fill-Ong-term employees.However, it Ukah's economy fails to expand as forecast, or ifpostsecondary enrollments become

static, it will be dithcult to initiate new programs while preserving existing program quality in the (ace

of inflation) unless unneeded-or unwarranted programs are terminated Thus, periodic reviews of

existing programs are essential.New procedures may also have to be adopted to initiate new programs on federal monies. The

use of federal 'mance has both positive and negative aspects. If federal funds are used to initiate new

programs, it is easier to phase-out the program when federal dollars are terminated, Federal funds

also give the state flexibility to attempt needed new programs when state funds are not available

Conversely, unless it is explicitly understood that there is no guarantee of state funds should federal

dollars be terminated, untulfilled expectations often develop, It appears wise therefore to utilize

"Enrollment data in 1971-72 were not compiled to show vocational-technical and nomocational-technical enrollments

45

41

42.

TABLE 2

COMPARISONS OF FTE ENROLLMENTS WITH APPROPRIATIONS TO POSTSECONDARYINSTITUTIONS

(Education & General Resources - Excluding Line Items)

Institutions 1971.72 1974.75Percentage of

Change over Period

Combined Community and Four-yearColleges and Universities

FTE enrollment 39.483 39,084 - 1.0%Percentage of total System enrollment (90.3%) (86.9%)

Appropriations 539.402,000 558,181,000 +47.7%Percentage of total System appropriations (93.2%) (91.6%1

Combined Technical CollegesFTE enrollment 4,254 5,866 +37,9%Percentage of total System enrollment (9.7%) (13.1%)

Appropriations S 2,885,000 5 5,333.250 +84.9%Percentage of total System appropriations (6.8%) (8.4%)

Utah System of Higher Education TotalsFIE enrollments 43,737 44,950 + 2.8%Perceritage of total System enrollment (100.0%) (1000%)Appropriations* 542,287,000 563,514,250 +50.2%Percentage of total System appropriations (100.0%) (100.0%)

'Education & General Resources - excluding line itemsSource: Data from the Office of the Commissioner of I ligher Education,

TABLE 3

ENROLLMENTS IN VOCATIONAL-TECHNICAL AND NONVOCATIONAL-TECHNICAL

PROGRAMS WITHIN THE UTAH SYSTEM OF HIGHER EDUCATION a

Instructional Programs 1972.73 1973.74 1974.75

Combined ComMunity and Four-yearColleges and Universities

Vocational-technical enrollment b 2.181 2,191 2,019Percentage of total System enrollment (5.0%) (5.1%) (4.5%)

Nonvocational.technical enrollment 36,369 35,906 37,065Percentage of total System enrollment (83.6%) (82.9%) (82.5%)

Combined Technical CollegesVocational.technical enrollment 4,745 4,917 5,554Percentage of total System enrollment (10.9%) (I 1.3 %) (12.4%)

Nonyocationakechnical enrollment 211 299 312Percentage of total System enrollment (0.5%) (0.7%) (0.7%)

Utah System of Higher Education TotalsVocational-technical enrollment 6,926 7,108 7,573Percentage of total System enrollment (15.9%) (16.4%) (16.9%)rs1onvocational.technical enrollment 36.580 36,205 37,377Percentage of total System enrollment _ (84.1%) (83.6%) (83.1%)

Total enrollments 43,506 43,313 44,950

a FTE enrollments.

b Data corrected for Weber State College and 5outherii Utah State College trim previous publications from theCommissioner's Office. Vocational-technical enrollments unavailable for 1971-72.

Source: Data from the Office of We Commissioner o f t figher Education.

46

tederal funds to a limited (weld Illiiiitiating new vocational technical programs always emphasiz-

ing that no state funds are guaranteed at the cessation of federal dollars.

SKILLS CENTERSThe two federally supported skills centers in Utah provide a service to select students in the state

that is not currently being performed by any other educational agency or institution. These centersappeal to students who have not succeeded in other more conventional educational settings

Students in these centers are having exceptional success. Hence, continuation of the skills centers

appears highly desirable. It is not.assurned that these centers should be entirely state-supported If

financial support is discontinued at the federal level, the state should carefully consider continuation

of the centers through state support.

FACILITIESFigure 9 locates Utah's postsecondary institutions, area vocational centers, skills centers, and the

district vocational centers. High schools, and private and proprietary institutionsoffering vocational

curricula are not included in this Figure. Radii of 25 miles have been drawn around facilities-toindicate an approximate "commuting" distance for students served by these institutions and centers

It is obvious that there are some regions of the state which are not within 25 miles of apostsecondary institutioniskills center, or an area or district vocational center Theexisting facilities

for secondary and postsecondary vocational education are within a 25-mile distance for over 90

percent of the state s population, but the question remains as to how to provide vocational-technicaleducation to the more rural portions of the state (particularly, postsecondary instruction)

NEW FACILITIES PLANNEDThe 1975 General Session ot the Utah legislature passed a bonding bill for educational facilities

within the Utah System of Higher Education (Senate Bill No. 236). Some$20,210,000 are scheduled

to be spent for vocational-technical education facilities. These funds will be expended in the

Following manner:College of Eastern Utah

Career Center $1,710,000

Dixie CollegeVocational Building Phase II $,200,000

Utah Technical College/Salt LakeConstruction Trades Building 4,200,000

Utah Technical College/ProvoBuilding Program Phase II 8,000,000

Utah State Board of EducationSevier Valley Technical Center 2,550,000

Uintah Basin Area Vocational Center 2,550,000

TOTALS Vocational-Technical Education $20,210,00046

These additions will increase the facilities available in select rural sections of the state, as well as

at exisiting urban institutions and centers.

ENERGY AND OTHER RESOURCE DEVELOPMENTThe Task Force is cognizant ot the potential impact of energy and resource development upon the

state s economy. It the Governor's projection that the state's population could increase by as much as

30 to 40 percent by 1985 comes into fruition, a Sizable increase in postsecondary enrollment isanticipated:. Moreover, a number of Specialized offerings may be required related both to energy

"Utah, 1975 General Sessional the Utah Legislature, Senate Bill No. 236, State Building and Expansion Program (Salt Lake City

March, 19751, pp, 2.3,"Governor Calvin 1. Rampton, Speech given to Iciwanis Club, hotel Utah, Salt Lake City, May 8, 1975

43

FIGURE 9

POSTSECONDARY INSTITUTIONS, VOCATIONAL CENTERS, AND SKILLS CENTERS

1Utah StateUniversity-

1Bridger land AreaVocational Center

2Weber StateCollege

2Skills Center North

3Davis DistrictVocational Center

4University of Utah4Utah Technical

College at SaltLake

4Skills Center/SaltLake

5Utah Technic?!College at Pro 'o

13

12

6Uintah Basin AreaVocational Center

6

7College of EasternUtah

8 Snow - College

9Sevier Valley AreaVocational Center

12Southern Utah...1 State College

13Dixie College

10Moab DistrictVocational Center

C11San Juan District

Vocational Cente---

r

11

4f$

and resource development in addition to the creation and construction of new facilities and newcommunities.

The Task Force has elected not to address specific recommendations to this issue. Affixing roleresponsibilities at postsecondary instititutions by the State Board of Regents should facilitate institu-tional responsiveness to the needs of-students, labor, government, business, and industry. Institu-tional Advisory Committees have also been recommended to provide a direct input from manage-ment and labor, Finally, this document recommends that programs tie-initiated in response togeographical needs.

RECOMMENDATIONS

Following each recommendation, ACTION items are included. This listing establishes a targetdate for the implementation of the recommendation. Prior to July 1-of the year listed, a report from 45each institution (or agency) should be forwarded to the Office of the Commissioner covering allrecommendations scheduled for implementation during that year.

LEGEND

A Technicai Colleges G State Board kn. Vocational EducationB Community Colleges H Private and Proprietary InstitutionsC Four-Year State Colleges I Area Vocational CentersD Utah State University J Others,i. !ding local schoolE University of Utah districts,' mess and industryF State Board of Regents representatives, unions,

Legislative leaders

Where agencies are listed, it is assumed that interagency cooperation will be achieved inimplementing the desired- recommendations.

Presently, enrollments in vocational-technical programs are expanding more rapidly than en-rollments.in other postsecondary programs. Persons with vocational-technical training remain inhigh demand. Labor market protections for the next decade place high importance upon vocational-technical training. Therefore, it is recommended that:33. the Utah State Board of Regents and the State Board for Vocational Education continue to seek

funding for vocational-technical educational programs in postsecondary institutions consistentwith business, industrial, and societal needs. Such increased emphasis will require carefulanalysis of existing and proposed new programs; Careful consideration of fundamental institu-tional differences and role responsibilities is imperative.

ACTION: 1975-85: F;G,J.In order to qualify for continual federal vocational-technical funding, legislation dicatates that the

portion of state budgets expended for vocational education not decline over a two-year period.Because the utilization of tederal funds beyond this consideration is a prerogative of the state, the Task

Force supports the Utah State Board for Vocational Education recommendation

34. "to amend the State-Federal Plan for Vocational Education to more closely relate the allocationof federal funds to postsecondary institutions to the expanding industrial development andrelated employment. Federal funds now distributed to postsecondary institutions and areacenters on formula would be allocated to vocational-technical programs which are related toexpanding areas of employment in which Utah's citizens are potential long-term employeesand which have high potential for impact on the state's economy." (State Board for VocationalEducation Minutes, November 15, 1974)To implement this recommendation, budgets prepared by postsecondary institutions and theOffice of the Commissioner should carefully consider how federal vocational-technical fundscan best be utilized to meet student and Job-preparation needs of our expanding economy.

ACTION: Progress reports 1976: A,B,C,D,F.One 01 the more difficult aspects of present economic uncertainties a the question of how to

initiate new instructional programs to meet rapidly changing manpower needs. Shifts in existingprograms will be necessary to ensure dollars for new programs. Federal funds might also be betterutilized in initiating new programs. The Task Force recommends that

k4y3

35 the Stqte Board of Regents and the State Board for Vocational Education work cooperatively toprovide adequate state and federal funding for gable existing and essential new vocational.technical programs. As stated in an earlier recommendation, federal funds should be allocatedon a priority basis to programs in expanding occupational areas of high potential employmentfor the state. If new programs are initiated utilizing federal funds, no state dollars should beautomatically guaranteed at a future date. This should facilitate the discontinuance of thosepn5grams which prove to be nonviable.

ACTION: 1975: F,G.The Skills Centers at Salt Lake and Ogden currently provide unique educational programs for

important segments of Utah's population not being served by other more conventional programs.These centers function primarily to serve the student who is disadvantaged or whuhas been unable to

46 succeed in other inure traditional educational settings. ft is therefore recommended that.36. the Utah State Board of Regents and the Utah State Board for Vocational Education carefully

review and consider the unique functions of the Skills Centers at Weber State College and UtahTechnical College/Salt Lake. Because these programs offer a unique service to Utah residentswhich is not being offered by any other educational institution, special consideration should begiven to ways of maintaining and further developing their character. Also, it is recommendedthat the respective Boards, if federal funds are unavailable, request the Utah State Legislaturatoprovide funding for these centers. Students involved with secondary and postsecondary prog-rams in the Skills Centers should be assisted by state dollars when federal funds are not availableon the same basis as are students in more traditional educational programs.

ACTION: 1976: A,C,F,G.

APPENDIX A

LESS THAN BACCALAUREATE DEGREEVOCATIONAL-TECHNICAL PROGRAMS.

OFFERED BY UTAH INSTITUTIONS

CI. a/ Sou. CrComons. er Ommos A. UT -Si WC at,

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47

48

APPENDIX A(CONTINUED)

LESS THAN BACCALAUREATE DEGREEVOCATIONAL-TECHNICAL PROGRAMS

OFFERED BY UTAH INSTITUTIONS

--..,---CO. O Wren CCoorreo ant nowt los OM%

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52

APPENDIX A(CONTINUED)

LESS-THAN-BACCALAUREATE DEGREEVOCATIONAL-TECHNICAL PROGRAMS OFFERED BY

PRIVATE AND PROPRIETARY INSTITUTIONS

Private

Brigham Young University

Business Technician* (O.E. 04.08)Chemical Engineering Technician (O.E. 16.0105)Civil Engineering Technician* (O.E. 16.0106)Data Processing Technician *(O.E. 14.02)Drafting Technician* (O.E. 17.13)Electrical Technician *(O.E. 17.14)Electronics Technician* (O.E. 17.15)Family Living* (O.E. 09.02)Graphic Arts Technician* (O.E. 17.19)Law Enforcement* (O.E. 17.2802)Library Technician (O.E. 14.0399)Light Building Construction* (O.E. 17.1001)Materials Science Technology (O.E. 16.0111,16.01)Nursing* O.E.( 07.0301)Photo Technician (O.E. 17.0901)Piano Technician (O.E. )Public Health (O.E.)Secretarial Technician* (O.E. 14.0702Welding Technician* (O.E. 17.2306)

Westminster CollegeAviation (O.E. Code t7.0,10?.)

Proprietary

Program Areas Numbers of Programs Number of Institutions

Aviation 59 programs 14

Business 63 programs 9

Cosmetology 17 programs 17

Barbering 2 programs 2

General Education 10 programs 12

Medical Related 21 programs 9

Modeling 13 programs 4

Trade & Industrial 18 programs 12

*Programs also offered m these areas within the Utah System of Higher Education

53

APPENDIX B

GROUPING OF VOCATIONAL-TECHNICAL PROGRAMSACCORDING TO OFFICE OF EDUCATION CODE DESIGNATIONS

5001.01

01.03'01.0401.05

Agricultural Production

Agricultural MechanicsAgricultural ProductsOrnamental Horticultrue

Agriculture - 01.00 00 0001.06 Agricultural Resources

(Conservation, Utilization, &Services)

01.07 Forestry01.99 Agriculture/Other

Distributive Education - 04.0004.01 Advertising Services04.02 Apparel & Accessories04.03 Automotive04.04 Finance & Credit04.05 Floristry04.06 Food Distribution04.07 Food Services04.08 General Merchandise04.09 Hardware, Building Materials,

Farm & Garden Supplies/Equipment04.10 Home Furnishings04.11 Hotel/Lodging

Health Occupations07.01 Dental07.02 Medical Laboratory Technician07.03 Nursing07.04 -Rehabilitation07.05 Radiologic

04.1204.1304.1404.1504.1604.1704.1804.1904.2004.3104.99

00 00Industrial MarketingInsuranceInternational TradePersonal ServicesPetroleumReal EstateRecreation & TourismTransportation`letail Trade/OtherWholesale Trade/OtherDistributive Education/Other

- 07.00 00 0007.06 Opthalmic07.07 Environmental Health07.08 Mental Health Technician07.09 Miscellaneous Health Occupations07.99 Health-Occupations

Education/Other

09.00 00 00 a

09.02 Occupational Preparation09.0201 Care & Guidance, Children09.0202 Clothing Management, Production,

Services09.0203 Food Management, Production,

Services09.0204 Home Furnishings, Equipment,

Services

Home Econo:-. -09.01 Homemaking, Preparation for

Personal, Home & Family Living09.0101 Comprehensive09.0102 Child Development09.0103 Clothing & Textiles09.0104 Consumer Education09.0105 Family Heat lh09.0106 Family Relaiions

a Homemaking 09.011 is not a job-preparation skill, and technically does not fit undervocational education definitions. Perhaps it should be listed under a general education tale. On theother hand, Occupational Preparation (09.02) has a number of listings which are included underother vocational tales (clothing management, production, food management, and homefurnishings).

54

09.0107 Foods & Nutrition09.0108 Home Management09.0109 Housing & Home Furnishings09.0199 Homernaking/Other

Office Occupations14.01 Accounting & Computing

Occupations

14.02 Business Data Processing Systems

14.03 Filing, Office Machines, & General

Office Clerical14.04 Information Communications

Occupations14.05 Materials Support Occupations

(Transportation/Storing)

09.0205 Iristitutional Home Management,Support Services

09.0299 Occupational Preparation/Other

- 14.00 00 00

14.06 Personnel Training & RelatedOccupations

14.07 Stenographic, Secretarial, & RelatedOccupations

14.08 Supervisory & AdministrativeManagement Occupations

14.09 Typing & Related Occupations

14.09 Typing & Related Occupations14.99 Office Occupations/Other

Technical Education - Engineering Related Technology - 16.00 00 00b16.01 Engineering Related Technology

(Aeronautics, Agricultural,Architectural, Automotive,Chemical, Civil, Electrical,Electronic, Electromechanical,Environmental. Control, Industrial,Instrumental, Mechanical,Metallurgical, Nuclear, Petroleum,Scientific Data Processing)

Trade & Industrial - 17.00 00 0017.01 Air Conditioning 17.19 Graphic Arts Occupations

17.02 Appliance Repair 17.20 Industrial Atomic Energy

17.03 Automotive Services 17.21 Instrument Maintenance, Repair

17.04 Aviation Occupations 17.22 Maritime Occupations

17.05 Blueprint Reading 17.23 Metalworking

17.06 Business Machine Maintenance 17.24 Metallurgy17.07 Commercial Art Occupations 17.26 Personal Services

17.08 Commercial Fishing Operations 17.27 Plastic Occupations'

17.09 Commercial PhotographyOccupations 17.28 Public Services, Occupations

17.10 Construction & Maintenance Trades 17.29 Quantity Food Occupations

17.1-1 Custodial Services 17.30 Refrigeration

17.12 Diesel Mechanic '7.31 Small Engine Repair/Internal

17.13 Drafting Combustion

17.14 Electrical Occupations 17.32 Stationary Energy SourcesOccupations

17.15 Electronics Occupations 17.33 Textile Production & Fabrication

17.16 Fabric Maintenance Services 17.34 Leatherworking

17.17 Foremanship, Supervision, & 17.35 UpholsteringManagement Development 17.36 Woodworking

17.18 General Continuation 17.99 Trade & Industrial/Other

b The Technical Education categories of 16.02 Agricultural Related Technology, 16.03 HealthRelated Technology, '16.04 Office Related Technology, 16.05-Home Economic Related

Technology, and 16.06 Miscellaneous Technical Education have been omitted since there are no

such prcgrams in the Utah System of Higher Education that do not fit into other categories

55

51

APPENDIX C

TWO-YEAR, ONE-YEAR, AND LESS THAN ONE-YEAR DEGREES,CERTIFICATES, AND DIPLOMAS OFFERED BY

UTAH COLLEGES AND UNIVERSITIES

DECEMBER, 1974

52 Utah Technical College/Salt Lake

AAS

2-year diploma (96 hrs.)

1-year Certificate of Graduation (48 hrs.)

Certificate of Accomplishment - programs

less than 48 hrs.

Utah Technical College/Provo

MSCertificate - completion of an

approved course of study

No diplomas or Specific types of

certificates awarded

Dixie College

AS, AA, MS

Certificate of Proficiency - (1 yr., 2 yr.)

College of Eastern Utah

AS, AA, MS

Certificate of Completion - (1 yr., 2 yr.)

Snow College

AS, AA, AAS

Certificate of Completion - (1 yr., 2 yr.)

University of Utah

Numerous special certificates and

diplomas, graduate and undergraduate

(Catalog, p. 9)

AA, AS (none awarded during 1973-74, and

only 50 awarded since 1965)

Associate Technical Aid Diploma

56

Utah State University

No associate degrees

Certificate of Completion (96 hrs.) in

Colleges of Agriculture, Engineering, and

Business.

Weber State College

Certificate of Completion (2 yrs.)

Certificate of Proficiency (1 yr.)

Certificate of Achievement - any

portion of a prescribed program where a

definite skill has been learned

AS, AA, MS.

Southern Utah State College

Certificate of Completion (3,4, and 6

quarters)

Brigham Young University

AS, M.

LDS Business College

Associate Degree (2 years)

Diploma Courses (1 year)

Certificate Courses (3 months)

Westminster College

None

Source: Institutional catarols, 1974-75.

Leon R. McCarrey,

Task Force ChairmanAssociate Commissioner &Director of Academic Affairs,Utah System of Higher Education

Richard Prows,

Task Force Vice ChairmanPresident, Richard Prows, Inc.(Building Firm)

David S. Gai ley,

CoordinatorPostsecondary EducationState Board forVocational Education

Jack C. Higbee,

Executive DirectorUtah State AdvisoryCouncil for Vocational-Technical Education

Glorya Garcia Schow,

ProfessorNursing DepartmentWestminster College

Richard H. Schone,

Business AgentLaborers International Union

Burton L Carlson,State Planning CoordinatorGovernor's Office

Dale S,Cowgill,

DeanSchool of TechnologyWeber State College

G. Merrill Shaw,HeadInduStria I Technology DivisionUtah State University

VOCATIONAL-TECHNICAL EDUCATIONTASK FORCE MEMBERS

Richard H. Henstrom,

Assistant DeanContinuing EducationBrigham Young University

Curtis P. Harding.

Chief AdministratorDepartment ofEmployment SecurityState of Utah

Stanley M. Smoot,

County CommissionerDavis county;President, National CountyCommissioners Organization

Warren E. Pugh,

Immediate PastPresident Utah Senate

Bryan Laker,

PresidentTechnical Engineering InstituteSalt Lake City

Sterling Church,

Dean of StudentsSouthern Utah State College

James W. White,

Assistant AdministratorSt. Mark's Hospital

C. E. Berger

Union Representative

Mrs. Milly 0. Bernard,House Majority Leader,Utah House of Representatives

Wilson W. Sorensen,

PresidentUtah TechnicalCollege/Provo

5 7

Dean M. McDonald,

PresidentCollege of Eastern Utah

Oakley J. Gordon,

DeanDivision of Continuing EducationUniversity of Utah

Carl Jensen,

SpecialistCommunity EducationUtah State Board of Education

R. H. Hansen,

Vice PresidentUtah Technical College/Salt Lake

J. Clark Ballard,

Vice PresidentUniversity Extension &Continuing EducationUtah State University

J. P. O'Keefe,Past General ManagerUtah Copper DivisionKennecott Copper Corporation